Archive for the ‘Reading level: age 12 and up’ Category

Book review: The Dawn Palace

Monday, February 5th, 2007

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Author:H. M. Hoover
Reading Level (Conceptual):Children 12 and up
Reading Level (Vocabulary):Children 12 and up
Genre:Fiction
Year of publication:1988

De-mythologization (probably not a word, huh?) of the story of Medea, including the story of Jason and the Golden Fleece, from Medea's point of view.

As in The King Must Die (the story of Theseus and the Minotaur), , in this story too, the ways of the patriarchal Greeks mostly triumph over the matriarchal societies that share their waters.

Another theme is the unfortunate tendency of those who lack knowledge in science and healing to assume that those, especially women, who master those arts, are witches (evil).

Despite its sympathetic portrayal of Media, in this account, as in the original, Medea's overwhelming love of Jason very badly clouds her judgment and causes her to act murderously.

Recommended.

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Book review: The King Must Die

Friday, February 2nd, 2007

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Author:Mary Renault
Reading Level (Conceptual):Children 12 and up
Reading Level (Vocabulary):Children 12 and up
Genre:Fiction
Year of publication:1958

De-mythologization (probably not a word, huh) of the story of Theseus and the Minotaur.

In this version, Theseus expresses his wonder at the radically different ways of life in the patriarchal Greek world in which he grew up and the matriarchal Minoan lands he comes to rule.


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Review: The Well-Trained Mind

Thursday, October 19th, 2006

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a review by the mother of a gifted homeschooler

I’ve now read TWTM twice and have had time to think about it a bit. I like SOME things about classical education in general and TWTM in particular, but others, I’m not too keen on.

First of all, Piaget’s stages of development have been known to be incorrect for years (even though they’re often taught in psych 101). They just aren’t true.

Having a true \”grammar stage\” would be acceptable to some students but just plain painful to most gifted ones–and beyond that, for math, at least, it is simply counter-productive. For example, TWTM predictably likes Saxon math, with its emphasis on rote memorization and the execution of algorthims as a substitute for actual mathematical thinking. While many gifted children will accept this, it is not a good idea. There is, quite frankly, a very good reason that Susan Wise Bauer did not major in science, mathematics, or engineering. Most classical education curricula provide a very poor background for these things. The prediction in TWTM that students will find upper level math and science \”hard\” is not representative of the difficulty of the subject so much as the completely lack of decent preparation.

Memorization of facts, which is an emphasis of a classical education, provides a framework around which everything else you learn can be hung. Whether it’s dates or mathematical facts (and this from someone who HATED memorizing math facts), there are certain tools that are important to build a body of knowledge upon.

Also, many schools now completely neglect all language arts, and classical programs usually offer a very good program for those. History is often dreadfully dull and incoherent as presented in schools, and most classical plans make it important, relevent, coherent, and at least fairly interesting. Primary sources are important, but they are not the be-all and end-all of math or science or history studies for very important reasons.

For a subject-by-subject critique of TWTM from my point of view, since it’s the most popular book on classical education, click here.

— Sophia

www.notadestination.com

Book review: Galileo’s Daughter

Saturday, October 14th, 2006

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Author:Dava Sobel
Reading Level (Conceptual):Children 12 and up
Reading Level (Vocabulary):Children 12 and up
Genre:Non-fiction
Year of publication:1999

The story of Galileo's daughter, Sister Maria Celeste, is mostly peripheral to the story of Galileo himself, in this non-fictional biography. Along with interesting details about what life was like for the illegitimate daughter of a famous scientist in the late 16th century, the book also concentrates on the Catholic Church's determined and successful attempt to get Galileo to renounce his conclusion that the earth revolves around the sun and not vice versa.

Reading about the Inquisition which forced Galileo to choose between his deep faith and what he knew to be scientific fact, I was reminded of the later, fictional, 1984 and Darkness At Noon, and the non-fictional Reading Lolita in Tehran and the recent efforts in the United States to ban the teaching of evolution. What is it about power that drives people in authority to force scientists to renounce what they know for what the powers-that-be think they should profess?

In Galileo's case, it seems to me, many of those who reviewed his writings understood that Galileo was correct. And yet, what was required was Obedience rather than Truth.

Why does this happen? Is it, as Ayn Rand seems to think, because those lacking in intellectual gifts resent those who are more intelligent than they are? Or, can it be that theologists and ideologists truly believe that what they believe is not only true, but also that anyone who disagrees must be destroyed?

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Book review: Beast

Tuesday, October 10th, 2006

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Author:Donna Jo Napoli
Reading Level (Conceptual):Children 12 and up
Reading Level (Vocabulary):Children 12 and up
Genre:fairy tale
Year of publication:2000

Beast is the story of how Beast (from the fairy tale Beauty and the Beast) got to be who he was in the original story. It is based in Persia, and Beast starts out as Prince Orasmyn.

I enjoyed reading this book very much, for many reasons. One is because at first I was very confused about how Persia, Prince Orasmyn, and all the other things had to do with Beauty and The Beast at all, but it ended up making perfect sense, with the same happy ending and everything. I also thought that it was very cool how the Beast used lots of real Persian words in the story.


In the story, Beast feels many emotions very strongly; in some parts he is extremely happy and in other parts he's so sad he almost kills himself, and I liked that very much and feel that they made the story more exciting.

I found this book slow going at the beginning, but even if you start to think it is a boring book, I recommend that you keep on reading -- it ends up being a very wonderful book.

-- Fizzy, age 11

Notes to parents:

  • There is a description of lions mating and some other content that Fizzy thought some might find "inappropriate" for some young readers.
  • Napoli's take on the Frog Prince from the prince's perspective is similar to Beast in that it helps the reader empathize with the prince in his froggy embodiment. However, The Prince of the Pond, Otherwise Known as De Fawg Pin although quite sophisticated in theme, is probably appropriate for younger readers than Beast.


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Book review: An American Childhood

Saturday, August 12th, 2006

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Author:Annie Dillard
Reading Level (Conceptual):Children 12 and up
Reading Level (Vocabulary):Children 12 and up
Genre:non-fiction
Year of publication:1988

Annie Dillard aims her clear scientist's eyes and the evocative Voice of the Pilgrim At Tinker Creek at the lives of upper class families with children in Pittsburgh, PA in the fifties. She reveals a great deal about Pittsburgh; and just about nothing about herself.

As long as one isn't determined to read this as an autobiography, it will not disappoint.

Dillard's reflections on the differences between her fascination with the French and Indian War versus her obsession with reading about World War II (one was history, the other was an open wound), about the good that Andrew Carnegie did for the people of Pittsburgh and the good that he could have done if he'd made different choices, about her father's aborted trip down the Mississippi, and, especially, about Dillard's growing awareness as she grew up that Pittsburgh high society was not the box she wanted to be in -- made me grateful to have read this book.


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Book review: Watership Down

Tuesday, August 8th, 2006

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Author:Richard Adams
Reading Level (Conceptual):Children 12 and up
Reading Level (Vocabulary):Children 12 and up
Genre:fiction
Year of publication:1972

Epic story of a rabbit civilization that faces challenges.

Similar books

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Book review: Ptolemy’s Gate (Bartimaeus Trilogy, Book 3)

Sunday, August 6th, 2006

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Author:Jonathan Stroud
Reading Level (Conceptual):Children 12 and up
Reading Level (Vocabulary):Children 12 and up
Genre:fiction
Year of publication:2005

Sardonic musings of a demon summoned by a very young, but now, successful, wizard.

Book review: Part 1

Spoiler alert

I hate spoilers. However, I wish I had known more about the third volume in this trilogy before my daughter and I started reading the first one. (This would not have been possible when we started the first volume, because the third volume had not yet been released.)

That being said, I highly recommend all the books in the trilogy and I am glad that my daughter and I read them together.

This review is being presented in multiple parts; each part may provide additional information that, taken together, might give away some of the plot twists of Volume 3.

On the other hand, those helping highly sensitive readers select books might want to read through all the parts of this review before recommending books in this trilogy to them ...

Book review: Part 2

My 11 year old really loved these books. But they are a bit of a departure for her -- there's real murder and mayhem in them, which, until recently, she would not have tolerated.

As in previous volumes in the Trilogy, this book switches perspective between three very different characters:

  • Feisty Kitty is one of the commoners who are mistreated by the ruling elites and the demons they employ and are devastated by the economy and grief that result from the incessant wars the elites wage on foreign shores. She realizes that she must do something. But how much can one person do and can she live with the devastating consequences of her actions on her friends and colleagues?
  • Bartimaeus the sardonic djinni, who stands back and makes sarcastic comments about the other characters and the plot, even when he's right in the middle of it all, and
  • Nathaniel (John Mandrake) the gifted but annoying magician who has been co-opted by an Evil government because of his great intellectual abilities. Most of the time, the djinni has to obey the boy's commands, and a lot of the humor/sarcasm comes in when the djinni explains to the reader how morally compromised the boy is becoming. (And, to his credit, the djinni doesn't hesitate to tell the boy either, not that the boy listens most of the time.)
There is a complex relationship between these books and slavery too. The djinni is a slave, and even though he respects the good qualities of his boy master, he also hates having to obey his commands. Most of the time, the djinni makes this clear. But he's sometimes more supportive of his master than I think an average slave might actually be.

In Ptolemy's Gate, Bartimaeus also develops a touching relationship with Kitty and an awareness of kinship with the commoners whom most djinn scorn if they consider them at all. So much for cooperation between oppressed masses.

 

Book review: Part 3

My 11 year old daughter -- a very sensitive reader who has fallen in love with many of the characters in the Bartimaeus Trilogy and who "trusts" Bartimaeus' author implicitly -- and I read books to each other, usually alternating chapters. So, here we are, alternating chapters. My daughter reads Bartimaeus' words:
There are times when even a near omnipotent djinni knows to keep his mouth shut, and this was one of them. ... Trouble was, neither of them was in a mood to listen to my doubts. ... Pride has a part to play in it, and other emotions too. Neither wishes to fail; each redoubles their efforts to impress. Things get done -- but not always the right things, or not always the things expected. .. Farqual's phrase rang uneasily in my mind: He would welcome your attack and feed off it. And, call me pessimistic, but that struck me as a mite ominous. But it was too late to worry about that now.

I interrupt her and ask, gently as I can, "So what is the author telling us here?" My daughter pauses reluctantly. It's been an exciting, interesting, scary story so far, a story that persuasively argues that war can harm the invading country as well as the country that was invaded, that slavery compromises the humanity of the slave-owner as well as the slave, that torture is likewise devastating to both the torturer and the victim, and that a country in which the ruling classes blithely assume that what is in their interest is also in the interest of commoners who have no say is a country heading for destructive violence.

I persist -- "What is the author telling us right now?" She replies, "I HATE foreshadowing." She gets it, I'm pretty sure she does. I persist, "So what's being foreshadowed?" (It's almost always better when she gets the opportunity to face unpleasantness gradually.) She says, "Bad things are going to happen. But he CAN'T kill off -- ?"

Book review: Part 4

So, what are the options for an author who obviously is wanting to make a case for the horrors of war, horrors he thinks may perhaps be discounted by the young and foolish? If no one but the unnamed masses or unimportant minor characters in the book are affected by the violence, what does that say about war?

If you found this review helpful and/or interesting, consider supporting our book habit: Buy this book!: Ptolemy's Gate (The Bartimaeus Trilogy, Book 3)

Book review: Dune

Tuesday, July 18th, 2006

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Author:Frank Herbert
Reading Level (Conceptual):Sophisticated readers
Reading Level (Vocabulary):Sophisticated readers
Genre:Fiction
Year of publication:1971

What I love about Dune is the incredibly thoughtful and comprehensive description of the whole desert planet and how humans can find a way to live in such an inhospitable place.

I recommended Dune to my older daughter when she was about 13. Her opinion on Dune (but then she read it just about at the same time she read Winter's Tale & Monte Cristo, which have remained some of her favorite books, now 4 years later), was that it was "OK", compared to these others which really captivated her.


The beginning of Dune is very violent, very intense. And it only lets up a little once about 200 pages into the book when our hero is just about out on his own. (That's often why the violence occurs early on, even in Disney. Have to get rid of mom and explain away dad so hero is forced to be brave and we can have a plot. But in this case, the beginning is quite elongated, full of betrayal and torture, and sad.)

The plot is kind of like Asimov's Foundation Trilogy, except that (perhaps because Asimov's characters are much less lifelike) Asimov is much less in-your-face violent and Asimov's women are -- fifties women, which is to say, extremely stereotypical. OTOH, for an 11 year old, maybe he should read the Foundation Trilogy first and then Dune?

And, finally, Dune is the first in, like, a series of 5 or so books. The first book doesn't actually end with any finality. AND, I really, really, really detested the sequels. Can't remember why, but I know I never got through even the first sequel. SO, I have no idea what happened after the first book.

My advice is that if there are other books on your list, I would probably postpone Dune for a while.

For an 11 year old, I would probably opt for Asimov over Frank Herbert. I really did LOVE the I, Robot stories and I think they raise interesting questions about the relationship between people and technology, even today. And the Foundation Trilogy, with the caveat about the women.

In fact, you might want to look into some of the anthologies of classic science fiction. (But reading those was what got me into reading Harlen Ellison and Kurt Vonnegut and they are probably NOT books my mom would have wanted me reading. But she was like me. I do not forbid my kids from reading anything, I just sometimes divert them toward something else ...)

--Emily

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Book review: The Botany of Desire

Friday, July 7th, 2006

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Author:Michael Pollan
Reading Level (Conceptual):Children 12 and up
Reading Level (Vocabulary):Children 12 and up
Genre:non-fiction
Year of publication:2006

Elegant essays about the symbiotic relationship between certain plants and humans. The discussions about the way tulips and potatoes changed human history ought to change the way any reader thinks about gardens and commercial agriculture.

Moral: Just because we think we're at the top of the food chain, that doesn't mean we can't be manipulated by things we believe we subjugate.

-- Emily


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