Junior Books

As both an instructor of adult learners and one of the interviewees in the work (who faced many stereotypical situations growing up in New Jersey...there are Cherokees in New Jersey?!! Amazing!), I can say that a book like this should be mandatory in the school systems of America. Without it, teachers proliferate the same unintentional prejudices they have, and kids receive that and pass it on as adults.

The book was clearly laid out, with seemingly much thought into how the information could be displayed in an informative and easy to understand fashion. As an educator, I rely on such layouts to make classes easier to design, and I appreciate the work the authors did in making my job of teaching adults how to teach to diverse groups a little easier.

To Yvonne and Arlene... wado! (thanks in Cherokee)

Donada!

As a teacher concerned with intercultural realations, I was so excited to find a book that would finally tell the truth about Indians. They exist today and are involved in all kinds of things from Tai Chi to engineering. As a social studies teacher, I am relieved to finally have a book that gives an accurate picture of Indians with easy activities that I can use with any age. Although this book is a teaching guide, grades 4 - 8, it can be used with all ages and in a variety of subjects from sports to science to career exploration to current events. Not only does this book celebrate Indian culture, but it compares similiarities with other groups, finding the strength in all.

There are web sites, resources on books, films, curriculum units in the appendices and at the end of each chapter. All of the chapter titles are interesting and witty like "Where We Live" which includes a brief history of how Indians were moved about and map exercises on identifying where Indians live today. Another chapter is "Paying the Bills" which has photos and mini-biographies on Indians in a variety of professions and activities on tribal businesses. Students can learn what is offensive to Indian people and what problems confront them today in "The STruggle Continues." Art projects, writing projects and even games for the classroom are all in here! This is a fantastic book! Every classroom needs it!

I am a Cherokee New Yorker (Nuyagi Tsalagi) who volunteered for ten years working with the Native American Education Program for New York City as a member of the Parent's Committee. It was during this time that I met Yvonne Beamer and the other dedicated men and women who worked so hard to identify and help Native American children in the city. It was humbling to understand that every time we identified a new child for our program we found a damaged child, one who had been hurt by the mistaken stereotypes perpetuated in the larger population of the city. A large part of our struggle as an institution was to get appropriate information in the hands of teachers so they could be accurate and informative when they augmented their lessons with Native American materials. After too long, Yvonne and Arlene Hirschfelder have put together a book with many activities and resources for teachers grade 4-8 to use in their classrooms. The material is appropriate sociologically and pedagogically and fills a gaping void for teachers. It was always our experience that once we talked to teachers and showed them materials to use in their classrooms all their students become better, not simply the Native Americans in their midst. There is a deep hunger for accurate, relevant information about Native Americans in the youth of today. This book is a giant first step at feeding that hunger.

Native Americans Today is a sensitive comprehensive and imaginative education activity book that helps teachers and students dispel stereotypes and explore diverse realities of modern Native Americans. This book works nicely with multi-cultural studies and Native American studies for middleschoolers. Lessons are divided into 8 chapters/categories: Ground Rules, Where We Live, Growing Up, Growing Old, å Day In the Life, Communications, Arts (Walk In Beauty), Economics, and The Struggle Continues. Each lesson is carefully organized and clearly presented with grade level materials, time, objectives, activities, and enrichment/extensions plus reading and resources. The lessons on Native American terminology and stereotyping are particularly good. Field trips to the community and crafts and research projects flesh out the classroom discussion exercises. Students learn to define respect as well as racism. One of my favorite sections is the chapter on Indians in Careers/employment under Paying the Bills/Economics. There are 32 biographical sketches of Native American individuals and their employment along with black and white photos. Careers range from teaching/research, social work, casino poker dealer, computer instructor, and bank president to massage therapist, aeronautical engineer, repatriation director and osteopathic physician. The objective is that students will learn Native Americans are employed in many vocations and locations,become familiar with credentials required for certain careers, and use mapping skills. Another interesting lesson is Burial Ground Desecration and Repatriation. Students read "No Peace For Indian Burial Grounds" and discuss related issues. An energetic approach encompasses many ideas and stimulates the students. Also useful are the appendices on web sites, Native News Radio Stations, and other resources. As a teaching guide and multicultural studies resource, Native Americans Today is a rich resource, carefully and authentically created. But it is more than just effective. It is a clear labor of love.

Nancy Lorraine Reviewer

As a teacher concerned with intercultural realations, I was so excited to find a book that would finally tell the truth about Indians. They exist today and are involved in all kinds of things from Tai Chi to engineering. As a social studies teacher, I am relieved to finally have a book that gives an accurate picture of Indians with easy activities that I can use with any age. Although this book is a teaching guide, grades 4 - 8, it can be used with all ages and in a variety of subjects from sports to science to career exploration to current events. Not only does this book celebrate Indian culture, but it compares similiarities with other groups, finding the strength in all.

There are web sites, resources on books, films, curriculum units in the appendices and at the end of each chapter. All of the chapter titles are interesting and witty like "Where We Live" which includes a brief history of how Indians were moved about and map exercises on identifying where Indians live today. Another chapter is "Paying the Bills" which has photos and mini-biographies on Indians in a variety of professions and activities on tribal businesses. Students can learn what is offensive to Indian people and what problems confront them today in "The STruggle Continues." Art projects, writing projects and even games for the classroom are all in here! This is a fantastic book! Every classroom needs it!

Love this cookbook! It looks beautiful on display in my kitchen and I especially love the Tomato Basil Soup on p. 102.

Too many cookbooks these days include recipes that fail to turn out as promised -- even when they've been followed to a "T". Not this one! Everything I've tried has been easy AND wonderful! My favorites so far: Atomic Salad and the Cookie Jar Gingersnaps.

Nicely illustrated with full-page color photography, Oil & Vinegar is comprised of the best of more than two thousand recipes that were submitted by members of the Junior League of Tulsa, Oklahoma. From Coconut Shrimp; Strawberry Butter; and Beef Salad with Asparagus and Broccoli; to Seared Sesame-Coated Salmon Sandwich; Veal Scaloppine in Lemon Sauce; and Cold Ginger Souffle, Oil & Vinegar is a truly superb cookbook compendium that would grace any personal or community library cookbook collection.

Since I have bought this cookbook, I turn to it more often than any of my other cookbooks. I've tried about 25 of the recipes and have been very happy with each one. My two favorites are the tortilla soup and Turkey Mountain salad. The tortilla soup is the best I have ever eaten, and is so easy!

A wonderful array of recipes for cooks of all abilities!
The food styling and photography are beautiful as well as the cover. It could be a coffee-table book if you get it off your kitchen counter. I also enjoyed reading all the oil history and helpful hunts sprinkled among the pages.
Try the "Frangelico Fantasy Dessert", "T-Town Brisket" and "Curried Spinach and Apple Dip". Mmmmmm!

We have used this cookbook for years and continue to go back to it again and again for our favorite and new recipes alike. I'd recommend this to anyone who is looking for not-too-complicated recipes that are delicious! Favorites are the Red Snapper with Black Bean Salsa and the French Pepper Steak - two recipes we have made dozens of times.

I am just now learning to cook, and must admit that every single recipe I have tried in both Main Line Classics I and II have been delicious. Now even I can cook for my in-laws!!

This is a wonderful cookbook for quick, easy, and DELICIOUS recipes. Great for company or family dinners. Ingredients are easy to find. I love this book.

This community cookbook has so many recipes that are easy, up-to-date, and ready for company. I have used this book, and it's companion...Main Line Classics many, many times. I love them both.

I have enjoyed preparing many of the recipes. Most are very easy to follow and the end results very tasty. The complete menus at the back of the book provide guidance when planning a dinner party. The fact that 100% of the proceeds from the sale of the cookbook is donated to the comunity makes this a favorite cookbook.

This book is not only full of wonderful recipes but is also loaded with history! I have learned more about the Pony Express, Jesse James and the birth of the Midwest from the pages of this cookbook than I learned in school. As a new "transplant" to the Midwest from the Pacific Northwest this book has been a lifesaver.

This coookbook has many great recipes, but I really enjoy reading the historical anecdotes that accompany each section. What a fun way to learn about our heritage!

What a fantastic cookbook!!!! I have recently made many of these recipes for a teachers luncheon I had to prepare.....everything from horsdevours to desserts...and I recieved rave reviews! It was all fantastic and easy to prepare...as a matter of fact..many of the teachers wanted to purchase the book!!!! Congratulations for yet another wonderful Junior League cookbook!

This is a wonderful cookbook as well as a very interesting book of history back to the early 1800's and the Pony Express era. Recipes are awesome, some very easy to cook and some very challenging, but all ohh so good. My husband has even enjoyed experimenting with the recipes.
The most interesting part of this book is the side bars with great trivia, past and present regarding the Northwest Missouri area and its contribution to America's history. With items about the Pony Express, Jesse James, Eugene Field the poet, etc.
The French Toile (yellow and black) cover is very eye pleasing and looks great on the counter at home.
Can't say enough about this book - great to cook from and read.

The Roux We Do is an elegant compilation of superbly presented recipes that would be highly recommended for any family meal or celebratory dinner. From Black Bean Bundles; Tuscan White Onion Soup with Crostini; Applewoood Fresh Fruit Salad; Honey Hoisin Pork Tenderloin with Blue Cheese Cream Sauce; and Pistachio Crusted Salmon with Madras Curry and Orange Sauces; to Chicken Caprese with Tomato Basil Cream; Pasta with Chicken and Pepper-Cheese Sauce; Roasted Garlic Potato Salad; Acorn Squash in Honey Bourbon Sauce; and Chocolate Bread Pudding with Vanilla Sauce, the diverse recipes comprising The Roux We Do are as impressive as they are mouth-wateringly delicious!

FIVE BIG IDEAS: 1. The purpose of schools can be viewed by different models. The tribal model suggests that the purpose of school to teach moral and civil literacy. The factory model suggests that the purpose of school is to separate out and track the educated elite, the semi-skilled and low skilled workers. The hospital model suggests that school is the great equalizer that can diagnose, teach, test and cure the ills of society. Schechty suggests that we need to use the best aspects of these cultural, economic, and nurturing models.

2. Students need to be thought of as knowledge-workers where groupwork, self-discipline, loyalty, respect for others, respect of self, sensitivity to social and ethnic issues are stressed. Students need to go beyond the 3R1s. They need to learn how to think, create and solve meaningful real world problems.

3. Education needs to develop a vision that supports that idea that the purpose of school should be student success at doing knowledge-work. Every student can learn if they are provided with the correct work and mode of interaction. Motivated students will achieve by risking failure. The learning results must be valued by the community.

4. In implementing change, resources such as people, knowledge, time and space need to be developed. Questions such as, who is affected by the change, how do you market that, what are the values of the affected constituents, and who1s support is needed, need to be answered. Defining existing conditions, desired conditions, constraints and next steps are all part of a change system that need to be developed and marketed. 5. Methods of setting expectations, providing feedback and setting courses of corrective feedback need to be established. People know what is expected by what is inspected and respected. A system of rewards and consequences need to be put into place at all educational levels. If a person does well his or her only reward cannot be that that he or she does not get punished.

THREE IMPLICATIONS FOR EDUCATION SYSTEM OF THE FUTURE

1. Models of participatory leadership need to be implemented. Employees must be involved and valued as important contributors. Vision tied to purpose must be results oriented. Teachers need to be viewed as leaders and leaders need to be viewed as teachers. Leaders must teach others to make decisions not make the decisions themselves. The district office should support not direct the individual sites.

2. Existing policies, procedures, rules, and regulations need to be reviewed to identify constraints and develop new strategies. A human resource department would need to be established in order to provide the needed support and training to assure that the vision remains aligned with the purpose that every student will be successful at doing knowledge-work.

3. At all levels of the school system, goals and objectives need to be established to increase the rate and frequency of student success in the employees area of responsibility. Evaluation systems to be ongoing and tied to rewards and consequences. If goals are not achieved, then plans need to be put in place to help that employee or student increase their chance for success.

Five big ideas: 1. A need to redesign our schools: Our society has moved from a simple agrarian society, to an information-based society. Schools began in this country promoting Protestant morality. They later changed, and began promoting the American culture to the immigrant masses. Today, education must change again. Schlechty claims that the educational reform movement cannot further proceed without a clear purpose for schooling in the 21st century. The entire structure on which schools are based must change in order to fit the cultural, economic, and social aspects of the next century.

2. Manual work to knowledge work: In our information-based society, the means of production is based on knowledge and the ability to use it to create and solve problems. Working conditions of the 21st century will require that people be able to work well in groups, exercise self-discipline, and exhibit loyalty while maintaining critical faculties. The workplace needs people who know how to learn. Therefore, curriculum must be treated as material to be processed and worked on by students.

3. Clear purpose = student success: Within a knowledge-based school, the purpose of school is to create knowledge work at which the students will be successful, and that the students learn the skills that society values.

4. Participatory leadership for compelling vision: Ideas are formed by people. It is of little consequence whether the ideas go bottom-up or top-down. The important factor is that the leadership process involves individuals at all levels. People who lend their support wish to feel a part of the change. Everyone must be involved. Everyone must feel connected.

5. Changes can occur if...: a) the nature of the change is conceptualized b) the people who are called on for support who were not part of the conceptualization process must be made aware of it c) feedback is solicited from those not involved and it must be incorporated into the change process d) people are motivated to act in the direction of the! change e) a system of support and training are provided to those involved.

Implications for education: 1. Teachers are the leaders. Site-based management must increase. Participants must feel they are valuable contributors to the system. Teachers will teach each other to make decisions. They must become risk-takers and trouble-makers.

2. All stakeholders must become more conscious of education. Business' success and the success of society as a whole depends upon the people that emerge from the schools. We all have a stake in education.

3. A change of attitude: Schools need to redirect their thinking. What is our current purpose for schools?....student success. We must rethink the way we teach, the way we think about the learners, and the way we view ourselves. Our roles must change. A vision must be created in order to guide those changes.

"Can our schools prepare children for the next century?" This is what Phillip Schlechty asks of all educators, parents, and the community. His book exposes what schools need to do to keep current in the new and upcoming age. He advocates an educational renaissance for administrators, community, parents, teachers, and even the government. He states that leaders who are in current positions capable of producing change are usually the ones who are hesitant to generate said change. Therefore, leaders are needed who are actively participating in the visionary process of schools, rallying support to current educators, sharing innovative ideas, and actually initiating the process of change. These leaders need to be at all levels of the educational process. Schlechty also states that leaders need to be proactive in thinking and future planning. Ideas abound in his book for individuals and groups seeking to reform education.

Schools for the 21st Century or... the ABC's of SCHOOL RESTRUCTURING Phil Schlectly What is Restructuring-Schlectly says it this way, If you do what you1ve always done, you get what you always got. Schlectly says that altering the existing rules, roles and relationships must change from the classroom to the superintendent of schools. Change what you do. We could never have gotten to the moon if we spent time refining the combustion engine. We expect 95% of Kids to do what 5% used to do. How to restructure? 1. Develop a shared understanding of the problem 2. Create a shared vision 3. Focused school activity on students. ASK THIS QUESTION EVERYDAY Is there anything here we did today that will harm kids? ALSO ASK THIS QUESTION EVERYDAY Is there anything here we did today that helped kids? 4.Create a results oriented management system. What results do we want is the answer to all questions.Typical statement is we must reduce class size...What's better is results orientated. The results we are after is more personal attention from adults to children. 5.Ensuring a pattern of participatory leadership - It1s easier to make decisions by myself than to give decisions to staff. Why should we adopt this participatory model? Schlechty's analogy! SHEEP Must have dog barking and bitting- sheep move only in big flock, follow the one making most noise-very dumb-will find a green field and stay for life-Very unionized-week leadership-move from behind ! CHICKENS Can1t be herded- only way to get them to move is by being the one they are familiar with-the one who feeds them-Very independent-don1t move from behind-only way to move chickens? Be the one who feeds them, walks by and they follow! Schlechty also gives this analogy "CANARYs in the mine are like AT RISK students in the schools. They1re just die a little earlier. Our schools were built and structured around the game of monopoly, read rules, get the advantage- The problem is kids are playing nintendo-You learn rules by playing the game. You quickly share information -Networking answers to new level of problems will benefit the player. Schlechty defines the different models of schools out there. A School can be a Tribal Center, a Factory or a Hospitals. Schlechty defines knowledge work and that it is what should be the core curriculum of schools. Performance Evaluations =People know what is expected by what is inspected and what is respected. The key steps to moving forward on reform is defined through the superintendents role. THIS IS AN EXCELLENT CHAPTER!

Five Big Ideas and Three ways Schools for the 21st Century: Leadership Imperatives for Educational Reform will help create a vision of a future educational system:

Big Ideas:

1. The purpose of schools must be defined by educational leaders with support from the community. The purpose will reflect the values and commitment of the stakeholders, and shape the goals that schools will pursue.

2. To foster Educational Reform is to foster change. Change in our educational system can be embraced, if there is an understanding of the history of schools evolutionary process. School structure can be reshaped when purpose and vision of schooling are understood.

3. Unless there is a rationale for change, reform will not occur. There are some who believe that "If it isn't broken, don't fix it." Educators must constantly look to reformulate the purpose of schools and create new visions and goals.

4. New visions and goals will be created. Restructuring efforts will consider participatory leadership and followership, accountability and assessment of schools.

5. The creation of a new framework for schooling will address the needs of children and society. Components of the framework include staffing, the distribution of knowledge, and the utilization of time and space, physically and virtually.

Three Implications for the creation a vision of a future educational system:

1. Addressing the five big ideas will raise the collective consciousness of all the educational stakeholders for the need to reform. The process listed above will open our minds to a common vision that can be clearly stated and shared by all the stakeholders.

2. Technology is changing the global workplace. Therefore, technology will be a catalyst for rethinking how we do and redefine school. Becoming digital implies leaving behind an analog and linear approach to an anywhere, anytime, multidimensional approach to learning.

3. Education and schools in the twenty first century must be reinvented and supported by the glo! bal village and must be designed for the betterment of the students, at all age levels.

John M. Marion, Educational Technology Doctoral Student, Pepperdine University

Burke is a genius! This book has something for everyone...romance, history, betrayal. Excellent chronical of a fascinating time with well-drawn characters and beautifully woven prose. A must for any serious reader.

Burke did a lot of homework before he put pen to paper and it shows. This is well-crafted, honest, and engaging. Every word has a purpose. This should be on everyone's wish list.

Burke weaves an incredible tale of love, social conflict and the thirst for realizing our dreams. His voice is masterful and his characters beautifully developed in a way that will make the Jazz Age with all its loud glory and hidden melancholy come to life for the reader. The most striking aspect of the book, however, is its ability to solve the mysteries of a different Jazz Age novel in a way that will change the classic in the reader's mind forever. Burke explores the many levels of Fitzgerald's masterpiece and deepens them by exploring all the directions in which the book could turn, opening every mystery and digging deep into its essence.

"Something Gorgeous" is a delight to read but it will also take the reader on a journey through the history of the US and Europe in the 20's as well as the secrets and nuances of one of America's greatest literary classics.

This novel is unique in its style and handling of subject. The author captures a time in America where want and desires tended to get the best of people. Through intricate back-story Burke weaves a tale of underlying caution. Often using love, lust and greed as the guide. Something Gorgeous is part romantic love story, often hedonistic. And part a glimpse into a history worth revisiting. It is a fine example of an author doing his homework, as his knowledge is infinite and thorough.
The characters are multidimensional, written so finely as though describing the fantasy version of oneself (both good and bad). At times disturbing, but thoroughly poignant the reader is left with a desire not to fall prey to the perils so well described in the novel. This is a moral tale, however, Burke did an excellent job of never shoving that into the readers face. Rather he let the reader find for herself the values that lie in all of us.
If you are looking for a story to get swept away in, you'll find it in this book. If you're looking for a tale of love lost and the lengths to which one will go to regain love, this novel is it. If you're looking to learn more of a time so drenched in World history, this book is it. Burke created a tale for all the masses to enjoy, while subtly mixing in the importance of being who you are and accepting that with out fear.

What a splendid book! Romance, history and America at it's finest.
Loved the scene's, and Mr Burke's voice.
Looking forward to more.
Megon McDonough

I have yet to try a recipe from this cookbook that I didn't like. I've been using this cookbook for about 8 years, and I have recommended it to ALL of my friends. If you like food, you'll love this cookbook.

I ordered and received the Taste of Oregon cook book but the order said the spiral and I received the hard bound. Just wondering if any one has received the spiral bound cook book or if they are all Hard bound even though it says spiral bound on the order?

I don't even know where to start. I absolutely love this cookbook. My mother used it when I was growing up. Once I moved out, the first thing on my agenda was to get my own copy. I'm on my second copy (dog destroyed the first one) and it never disappoints. I have given all of my friends copies of this cookbook as well. Everyone loves it. None of my other cookbooks even compare to this one.

I personally own over 400 cookbooks & have found Junior League Cookbooks to be one of my favorites. They are "tried & true" recipes for any age. This one contains very unusual recipes & some old standards. Can't go wrong with this one

I am ordering this for a friend in Japan, after having used it myself for years. I give it often as a gift, because it contains so many recipes that are on the "favorites" list of everyone in my family. You won't be sorry!

Ms. Davidson is to be commended for helping us bring the stories to life for our students, but we should take care to not dilute the Greeks, as has been done till recent times. Teaching the Greeks is an ideal opportunity to let our students find out about the history of same-sex love, so that we can cut homophobia (and self-hate for the 10% of our students who are gay) at the root. This need not be a big deal, for the stories are innocent enough, and can be found in the Lives of Plutarch, the works of Andrew Calimach, and others. So buy Josephine Davidson book, but overcome its limitations by using it as a starting point in teaching the real Greeks, not Walt Disney's version.

Ms. Davidson has provided an excellent overview of Greek myths complete with a wide variety of comprehensive exercises. I am most impressed by the original concept and well as the extensive glossary and lists of discussion questions teachers can use as they pick and choose from the many lessons.

This is a wonderful book! It helps you to learn Greek Myths, while having fun. If a teacher was to have her class act out the plays, they would get to know Greek Myths, and be able to remember the characters, too. I love this book! I am an 8th grader and I think it would be benifical, as well as fun, to use this book in the class room!

This book has become my Bible for teaching mythology to seventh graders. The first year I used it, I was almost overwhelemed by the number of resources, but now (2 years later), I am absolutely loving it! The kids love the dramatic aspect of the unit, and I enjoy watching what they add to the plays. I recommend it highly!

This book is just right for a busy teacher doing a unit on mythology. The plays, the tests, the activities, the games, the questions: the author did all the work for me! I can tell she really taught this stuff; her material is perfectly pitched to the age and activity level. Satisfying to work with!

The Washington Manual is like a mini-DiPiro's. It is especially great because it is small enough to be carried in a backpack without the extra weight. The material inside is not too general yet not too overwhelming. Being a pharmacist that have been out of school for a few years, it is a great review of disease states. The book covers the pathophysiology and pharmacotherapy for each disease state.

I've had the PDA version of this book's 31st edition and I liked so much that when the 32nd edition came out I could not resist to buy the actual book. It is a great book for a quick review of many topics. I personally complement some of the topics with UptoDate and works great.

A "must have" for the medical practitioner's library. An easily accessible source of reference at the doctor's office or while doing rounds at the hospital. The edition is very much updated.

This book is really useful and contains a great deal of information regarding everything an IM student/resident would like to know. It's very well written, clear and concise. It has a big drawback though: it is big and heavy enough for not being comfortably put in your pocket, since it is considered a pocket book. If this is not a disadvantage for you it is a perfect companion for quick refence in theoretical and some practical stuff

Great reference for the busy practitioner in the ambulatory setting. Gets to the gut of the issues and easy to read. Wide variety of diagnosis' and very up to date information.

I looked this book up just to see if it was still available anywhere. I believe I bought it when it was published in 1981, and have probably read it at least once a year since then. Scary without being terrifying, hopeful without being simple - it's an excellent book! One of my all time favorites. I can't wait to read it to my children when they get a little older.

This is a delightful little book, and one that is guaranteed to keep young and old readers alike absorbed through a rainy afternoon. The author has a gift for story-telling and a lovely, slightly quaint style reminiscent of Tolkien or Lewis, and his sensitive use of language really helps to bring his vision and imagination to life. He also paints his scenery and setting beautifully, so that the reader is transported without much difficulty in to a world of dark mines and loathsome goblins, deep, mysterious woods and enchanted knights. Bring on the sequel!

This book although essentially for children is a wonderfully fast moving and magical chase across a landscape dotted with mystical creatures and races from past times, forgotten now in the minds of more sophisticated men. The story is based on the legend of Alderley that an ancient king and his knights sleep under the hill there awaiting the call that will come if ever the powers of darkness should threaten to overtake the land. The Wierstone of Brisingamen is an ancient, magic stone of such power that it keeps king, knights and their milk white steeds in a state of suspended animation, protected forever against the powers of evil who would destroy them and prevent their riding forth one day to do battle.... The stone has been lost and through a series of events it transpires that it belongs to a young girl called Susan who is now back at Alderly with the Wierdstone fastened to her slender wrist. This fact is not lost on the local witch, Selina Place, the Morrigan, a shape shifter out for power and who recognises the stone when she sees it one day. This draws the children into a series of terrifying circumstances as good and bad struggle to be the guardians of the powerful talisman. This tale is well paced and well written. It is full of good and bad characters whose struggle spills over into the world of mortal men and sweeps up the 2 children at the center of the story carrying them along on a tide of events which take them in and out of danger helped by their friend Gowther Mossock.....a somewhat grizzled old farmer who is still innocent enough of the worlds more cynical ways to be able to believe in the old ways, the magic ways..... Cadellin Silverbrow, the magician who had charge of the Wierdstone of Brisingamen and to his shame lost it, strides majestically through the story to a thrilling conclusion and a battle between the forces of good and evil It is a book which I read to my children many times and still enjoy myself today, it almost makes you believe that if you looked hard enough and in the right places that you would see the traces of those inhabitants of a world once familiar to Mankind, now sadly lost to all except those with the childlike ability to suspend disbelief. I thouroughly recommend this book

I can't imagine why more people (especially young people) aren't reading Alan Garner these days. His books, while still in print, aren't often found in the bookstores' active inventories anymore, which is a sad loss. Well, no matter -- you can get them through Amazon or (probably) at your local library. And you should, because they are wonderful!

I first read The Weirdstone of Brisingamen while in grade school, around the time I was discovering J.R.R. Tolkien and Lloyd Alexander. It's an exciting fantasy tale, the more so because it is woven into the hidden nooks and crannies of our own modern-day world -- unlike Tolkien and Alexander. You never know when you might look behind a standing stone, only to find a stromkarl chanting a spell, while other passersby would see nothing but a little man humming to himself ...

Colin and Susan are very likable young protagonists, and there are plenty of other characters -- both good and evil -- to keep the story engrossing. When I was young, I was terrified of the Mara and the Svart-alfar! And the Earldelving is enough to make anybody claustrophobic! The novel is full of surprises, excitement, and just good old fashioned adventure.

After many, many readings, I've come to appreciate what Garner's done from a more adult and "serious" standpoint -- integrating folkloric and mythological elements (particularly the Old Norse) into the fabric of a "modern" children's fantasy. Garner has much in common with Tolkien, Lewis, and the other Inklings, as well as Ursula K. Le Guin, Susan Cooper, and Lloyd Alexander.

But at the heart of it all, it's just great fantasy! Read it and see if you don't agree.

Wizards, dwarves, goblins and elves - Tolkien, right? Wrong. Alan "Weirdstone of Brisingamen," a spellbinding story in the true tradition of imaginative and inventive fantasy. Using various bits of Celtic and Norse mythology, Garner wound together an astounding story.

Colin and Susan, a pair of English schoolkids, are sent to Alderly for a six-month vacation with their mother's old nurse and her husband. Things start off normally enough, with the kids exploring the area and the myths, legends and superstitions surrounding it. But things begin to take an eerie turn when they encounter a spell-chanting old woman named Selina Place - and then a horde of svart-alfar, hideous and hostile goblins.

They are unexpectedly rescued by the wizard Cadellin, who is the keeper of a company of knights sleeping deep under Alderly. They will awaken at some time in the future, to combat the evil spirit Nastrond and his minions in the final, magical battle. There's just one problem: long ago, Cadellin lost the Weirdstone of Brisingamen, the magical jewel that bound the knights there in the first place. Susan realizes too late that the little misty teardrop gem in her bracelet is the Weirdstone - and it's been stolen. The kids team up with Cadellin, the dwarves Fenodyree and Durathror, the lios-alfar (elves), and their friend Gowther to find the Weirdstone - and save the world.

Written in the 1960s, this book effectively combines the English-schoolkids-swept-into-magical adventure subgenre with mythology and the overlap of our world with another. Garner's wizards, dwarves, elves and goblins are as legit as Tolkien's, as Garner draws heavily from mythos and legends. There are similarities to Tolkien's creations, but they are sufficiently different that not once do you feel the need to compare. Garner lifts from Norse and Celtic mythologies for this book (mentions of the Morrigan and Ragnarok are featured within pages of one another) and manages to cobble it together into a coherent and believable whole.

Alderly is effectively shown - from the moment the kids venture out of the farm, there is the sense that enchantment is thrumming through the land, and that a magical creature could be lurking nearby. The sense of atmosphere is somewhat stunted by the fact that we rarely hear the characters' thoughts, though, but such creatures as the svart-alfar and the lios-alfar are effective in the simple, evocative descriptions.

This is a book more for Tolkien fans than Diana Wynne-Jones fans. Though there are a few funny parts, it is overall a relentlessly serious book, with many of the characters using archaic-sounding language. Another good thing: the kids speak like twentieth-century preteens ("That WOULD have made a mess of things!") while such characters as Durathror speaking like warriors from centuries ago ("... for there I think it will be, and so to Fundindelve, where I shall join you if I may.") In addition, there is no cutesy magic or gimmickry, or casual magical elements popping up every page or two. The magic featured in here is deadly serious and very intense.

Colin and Susan are the archetypical kids-on-holiday-in-magical-place: brave, respectful, inquisitive, curious, and in completely over their heads. Cadellin is an excellent wizard, dignified and powerful but sufficiently human to be sympathetic, such as his reaction when he hears that the Weirdstone has been stolen from Susan. This guy deserves a seat right below Gandalf, and alongside Merlin, Ged and Ebenezum. The dwarves are serious and unusually cool-headed for the fantasy portrayal of dwarves; the lios-alfar are featured less prominently, but the "elves of light" passage is one of the most moving paragraphs in the book, both sad and beautiful.

The only problem with this book is its shortness, and its presence as only one of two. The tales of Alderly are so rich that you feel that Garner could have churned out fifty books and never grown stale. For fans of serious fantasy, this is a must-have.