The Ghost Writer

I finished The Ghost Writer by John Harwood this evening, and it’s probably one of the creepiest, most thought-provoking books I’ve ever read. The story centers around Gerard Freeman, an Australian librarian who lives with his mother — a clingy, obsessive woman afraid above all that Gerard will leave her. His only real friend is a pen-friend, Alice Jessell, an English woman with an injury which confines her to a wheelchair. Though the two have never met, they have been corresponding since they were 13 and eventually fall in love.

Gerard is intensely curious about his mother’s past in England at a country manor called Staplefield, where she lived with her grandmother Viola, who raised her. Gerard finds a photo of a strange woman and a Victorian ghost story written by V.H., who turns out to be Viola.

Gerard eventually makes his way to England, where he begins to unravel his mother’s past, meanwhile discovering more ghost stories written by his great-grandmother which oddly seem to intertwine with the lives of her descedants.

John Harwood does a masterful job creating suspense in the manner of Henry James’ The Turn of the Screw, to which he alludes in the name of Gerard’s penfriend — “Where, my pet, is Miss Jessel?” Viola’s Victorian ghost stories are interwoven with the plot in a rather impressive plot construction; it would have been all too easy in the hands of a less-gifted writer, for the plot to go astray when the ghost stories “interrupt” the action of the novel. As it is, they hardly seem like interruptions, and indeed, they are so good that they might stand on their own. “The Gift of Flight” was terrifying and reminded me a Twilight Zone episode I once saw called “The Living Doll.” You’ve probably seen it… “My name is Talky Tina… and I’m going to kill you.” *Shivers*

This isn’t Stephen King. This is much, much better. If you liked the Victorian creepiness of The Turn of the Screw, Great Expectations (also alluded to in The Ghost Writer), or even A.S. Byatt’s Possession, which was both very different and very similar in subject matter (which I know makes no sense), then you’ll enjoy this book. Gerard’s mother’s home in England reminded me of the house in The Others. Once you pick this book up, you may find it hard to put down. The ending is a bit confusing. I had to read it twice, and I still think what I think happened is very much open to interpretation. Then again, the best scary stories are like that.

Read more…

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The Egyptologist

The EgyptologistI have spent an entertaining few days reading The Egyptologist by Arthur Phillips. Phillips walks the fine line between humor and pathos quite successfully, and he manages to pull off a bit of a mystery that will keep you turning pages — not so much because you won’t figure out what happened, but, as reviewer Barbara Mertz in The Washington Post concluded, how it happened. The story is told through letters and the journal of his main character, Ralph M. Trilipush, a man I loved to hate and hated to love — self-absorbed and exceedingly arrogant, but naive — and you just have to admire his determination (or obsession? you decide). One of the major themes of the novel is the legacy we leave behind and our quest to become immortal — a different method for each character, yet somehow it all comes down to the same conclusion. What that conclusion is, I’ll leave you to discover. The ending is probably one of the most tragicomic things I’ve ever read. I wanted to laugh and cry at the absurdity of it. Indeed, one could accuse Phillips of bathos, but then, I think that’s what he was really after. That’s kind of what life is, in the end.

A warning to the reader: this book will require patience. It unfolds slowly, layer by layer, through the words of two irritating narrators. However, it is the preciseness with which Phillips captures “that sort of person” that makes the outlandish events believable. I enjoyed the writer’s style, but it might not appeal to everyone. Of course, you can always read a few pages at Amazon or check out an excerpt at the book’s website.

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A Summer of Faulkner

Steve and I took Dylan and Maggie out on Father’s Day. We had dinner and went to the local Barnes and Noble to peruse the shelves. I noticed in the summer reading section that three William Faulkner volumes were enclosed in a slipcase with the title “A Summer of Faulkner” across it. Wow, I thought. That’s pretty interesting. Not many people feel up to taking on Faulkner during what is supposed to be beach book season. I didn’t really look over the slipcase, because there were some people blocking my way to it, and later I forgot as Dylan and Maggie became increasingly restless.

I also haven’t watched Oprah in, oh, forever, so I didn’t realize that she was connected with “A Summer of Faulkner.” I think it is wonderful that Oprah tackled Faulkner, but I wonder what her book club fans will think. He’s not exactly light reading. I’m reading Absalom, Absalom! right now, and it’s hard. I have to keep putting it down to clear my head, then come back. I didn’t say I didn’t like it. I do. I love Faulkner. It just taxes my brain to read him.

The reading selections for “A Summer of Faulkner” include As I Lay Dying for June, The Sound and the Fury for July, and Light in August for August. The Sound and the Fury is unquestionably a masterpiece, but it is really hard. I didn’t understand what in the hell was going on the whole time Benjy narrated. Maybe I need to re-read that one and see if that is still the case. I actually haven’t read Light in August, yet.

I think it is odd that I told my students I was going to tackle Faulkner again this summer, and wouldn’t you know so did Oprah. Okay, not that odd. A small bit of synchronicity.

Anyway, serious students of Faulkner may be helped by Oprah’s site, which includes a biographical section, a Faulkner 101 section, and sections for each book. There are even videos of professors discussing the works. I hope she leaves it up so I can use it next year when I teach Faulkner.

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Guys Read

Jon Scieszka, author of perennial favorites The Stinky Cheese Man and Other Fairly Stupid Tales and The True Story of the 3 Little Pigs, has something to say about the way boys are encouraged to read. From a recent interview with Bookslut (one of my favorite blogs; you must become a regular reader!):

There was a USA Today article [May 3, 2005] about bringing comic books into the classroom, and Santa Monica High School teacher Carol Jago said, “Our job as teachers is to help students read hard texts. When a student tells you the work is hard, you should say, ‘Good; now I know it’s the right book for you.'”Do you agree with that?

Wow, I think that’s wrong on just so many levels, it’s not funny. That’s just painfully wrong, I think. In fact, that’s what gotten us where we are today, where we just keep telling kids, like, you know, “Take your medicine. Reading tastes bad, but it’ll make you a better person, so suck it up.” But it’s not happening! Boys are just leaving reading in droves. And that’s not right.

Part of the Guys Read program is where I go around and talk to teachers and librarians about [doing] exactly the opposite. Don’t try to beat kids into reading. I think what we have to do is to motivate them to want to learn how to read. That’s a difficult thing, so I think the best way to do it is to give them things they like to read. And what we haven’t done with boys is we haven’t really given them a broad range of reading. In schools, what’s seen as reading is so narrow: it’s literary, realistic fiction. It’s feelings and problems, stuff that a lot of boys just aren’t drawn to. So we’re setting boys up for failure, because we have a literacy model that’s just easier for girls.

I have recently become familiar with Carol Jago through the normal education channels — seeing her books advertised, following links, etc. The book which really caught my attention was With Rigor for All: Teaching the Classics to Contemporary Students. It sounded like backlash against movements in education to introduce contemporary fiction. I haven’t read the book, so I cannot really be sure, but a reviewer who has commented (on Amazon) said:

Carol sees the teaching of the classics as a model for the way we teach thinking. She feels that kids learn content from the classics, yes, but they learn far more. Kids learn how to think about the great ideas that come from great books. She says the way we do this is by making the classics relative. The great themes of love, war, inhumanity, humanity are still the themes we all know and relate to. By making the classics relative to our kids, we examine again the questions and problems we all have been wrestling with. Carol suggests that the way to teach the classics is not in isolation. Carol believes that classics must be taught by using all sorts of other “texts”. A text to Carol may be the L.A. Times if it helps her make a point. It’s teachers, ultimately, who make the difference.

It makes me think the USA Today quote was somewhat taken out of context. It doesn’t seem that Carol Jago is saying that we need to feed children books they don’t like because they’re good for them; rather, she argues they could be taught differently so students will like them. I couldn’t agree more, as an English teacher who teaches a lot of classics. I need to get her book.

I also think Scieszka is right. We need to do something to make boys want to read — boys need to see it as a “cool” thing to do from a young age. So many of the parents of my students must have been doing something right, because most of my male students love to read. However, I’ve been teaching long enough to know that the problem Scieszka describes is very real, and we need to do something about it.

The Birth of Venus

The Birth of VenusI’ve just finished Sarah Dunant’s The Birth of Venus. Renaissance Italy is such fascinating subject matter that I wonder I’ve not read much about it before. I absolutely devour any history programs about the Medici and the Borgias. One of my colleagues teaches a class entitled “Dante and the Medieval World.” Yes, in a high school — isn’t that cool? Anyway, I thought of her often as I read, because Dante is frequently alluded to in this novel.

The novel begins in 1490s Florence, just as Lorenzo de’ Medici dies and the city comes under the control of Savonarola. To Alessandra Cecchi, the main character, it is a frightening time, as the rebirth and flowering of the Renaissance seems perilously close to being snuffed out forever. Alessandra is strong-willed. She has a fine mind and the latent talent of an artist, but she is often discouraged in using both. Alas, she is a free-spirited woman in a harshly patriarchal society.

Alessandra is married off to politically astute and sensitive Cristoforo. The marriage allows Alessandra to have certain freedoms that she craves, but it also stifles her — Cristoforo is homosexual, and he cannot feel passion for Alessandra. Instead, Alessandra is captivated by the young painter employed to create frescoes for her family’s chapel.

The book was well-written, and I definitely felt as if characters were rendered honestly, with special attention given to the times in which they lived. Amazon recommended this book to me because I bought books by Tracy Chevalier and Susan Vreeland, whom they considered similar. If you reduce Dunant’s book to simply being a novel about art, then yes, they are similar. However, while Vreeland and Chevalier write about well-known artists and/or works of art and their backstories, Dunant has created a fictional art world. None of her characters are famous, and we cannot be sure that anything they created is today the admired creation of an unknown artist, but they do live in fascinating times, and I was easily swept into their story.

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Summer Reading

I recently discussed required reading in schools. You may recall my school has required summer reading in addition to reading done through the year. My daughter, who will start middle school in August, has a suggested summer reading list.

What about you? Do you read more during the summer? Do you set yourself a reading list?

I will admit that I don’t usually think about it that much. I just read. However, I decided to plan a little bit more this summer. This summer will include at least the following books for me:

Currently reading:

Reading list:

And no, I cannot imagine that I will finish them all. If you are interested, you can always keep track of my reading on my bookshelf.

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The Queen’s Fool

The Queen's FoolI don’t have a book-rating system, like 1-5 stars, or even something cutesy like apples, because I’m a teacher. If I had one, I’d give Philippa Gregory’s The Queen’s Fool three stars (or apples). Frankly, the author’s odd choice of writing almost completely in comma splices really put me off. I found it hard to concentrate on the story when this major usage error kept popping out at me over and over. I only wish I was exaggerating.

Aside from that, the story moves along, and I was intrigued by the characters. Frankly, I thought the best part of the story was the portion the protagonist, Hannah Green, spent in Calais. I was much more interested in her story as a Jew in the Renaissance than all the palace intrigues.

I did not understand Hannah’s divided loyalties. She seemed to serve several masters and equally love them all, which didn’t make sense to me. Also, no reasons were really shown why she should love these people, who really hadn’t done all that much to earn it, frankly.

The writer seemed to me to choose very obvious aspects of Judaism to demonstrate her characters’ religion, although perhaps this was on purpose, too. One would not necessarily want to confuse Gentile readers who didn’t know much about Judaism. Gregory also has the excuse that her characters are actively hiding their religion and do not remember all their customs, nor keep them out of fear of being discovered as Jews. Still, I found the depiction of this side of Hannah’s life rather basic.

Another complaint I have about Gregory’s writing is that her dialogue is not period, which is something I noted while reading The Other Boleyn Girl. It is a little off-putting to find so much non-period dialogue in a piece of historical fiction. Particularly annoying was the repetitive use of “D’you” for “Did you.”

After I have said all that, you might wonder why it merited the “three stars.” Like I said, it was readable. I did become interested in the characters. I don’t think I could have finished it, considering all its flaws, if it didn’t have these good qualities. I found it odd and intriguing to see Mary portrayed so sympathetically. However, to paraphrase Will Somers, the Fool, history did not remember Mary’s good qualities, just as they did not remember her father’s. As he is remembered as a lecherous wife-killer, she is remembered for her burning of “heretics,” mostly Protestants, which rightly earned her the appellation Bloody Mary.

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The Curious Incident of the Dog in the Night-Time

The Curious Incident of the Dog in the Night-TimeFifteen-year-old Christopher Boone discovers his neighbor’s dog impaled on a “garden fork” and decides to do some detective work in order to discover the dog’s murderer. Like his predecessor, Sherlock Holmes, he has, “in a very remarkable degree, the power of detaching his mind at will.” That is because Christopher has a form of autism called Asperger’s Syndrome. People with Asperger’s often display astounding intellectual capability, while suffering from diminished social functioning. Mark Haddon brilliantly and poignantly captures the thinking process of a boy with Asperger’s Syndrome in his debut novel, The Curious Incident of the Dog in the Night-Time.

I can’t imagine how difficult this novel was to write, as Amazon Canada reviewer Jack Illingworth notes, “This is the sort of book that could turn condescending, or exploitative, or overly sentimental, or grossly tasteless very easily, but Haddon navigates those dangers with a sureness of touch that is extremely rare among first-time novelists.”

I once had a student with Asperger’s, and it was interesting to watch him walk down the hall, tracing his fingertips against the wall, clinging to the wall almost, to keep from touching others. He looked only in front of himself, never to the sides, almost not seeming to see the others. Before I taught him, when he was in middle school, he had been known to bang his head on the desk when he answered incorrectly in one of those quiz bowl competitions. Because they knew I’d be interested, my parents sent me a paper clipping of an article about him in their local paper in Macon. It was hard not to think of him as I read this book, though my student is certainly more socially aware than Christopher, who went to a special needs school and only seemed to exhibit high facility in math and science, whereas my student seemed equally gifted in many areas, including my class.

I found the book difficult to put down. It brought my grand total books I’ve read in one sitting up to five. The others are:

What all these books have in common are strong characters that drive the novel to such an extent that I absolutely must see what happens to them. I discovered after I read the book that it had been a Today Show reading selection, which explains why I kept running into references to the book. I must thank my friend, Roger Darlington, for sending it to me in exchange for The Poisonwood Bible, which I sent to him. It was indeed, as you hoped, Roger, a fair exchange. It was nice to have the British version for a couple of reasons: a) the language differences were intact, which made it easier to see the setting as Britain, b) the cover is much better:

UK Cover

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Required Reading

The Boston Globe reports that the dead white-male dominated canon of literature is gradually caving to allow for books by multicultural authors, women, and (gasp) living authors. What does that mean for schools? According to Carol Jago, high school English teacher at Santa Monica High School and author of With Rigor for All: Teaching the Classics to Contemporary Students, “it’s a waste of instructional time.” Jago compares the search for “new classics” to “walking down a blind alley to look for books that the kids will think is fun.” She worries that we will not sufficiently prepare students for the rigors of college-level reading if we remove the classics.

On the other hand, other teachers note a frequent disconnect between today’s student and the classics. According to Will Cook, “the English chairman at Framingham High, where many students hail from Brazil … working-class immigrants may find it difficult to relate to world-weary Holden Caulfield, the prep school protagonist of The Catcher in the Rye.”

I feel somewhere in the middle on this. I think the classics need to have a solid place in our curriculum, but I like teaching new books, too. However, you can’t do it all, so you have to make choices in the best interests of your students. Students at my school have the following required reading for summer:

9th grade College Prep

9th grade Honors

10th grade College Prep

10th grade Honors

Read the rest of the list here: Summer Reading Brochure 2005 (pdf).

I was rather insistent on Huck Finn being placed on the list and I was also responsible for placing The Color Purple on the 10th grade list and moving I Know Why the Caged Bird Sings down to recommended reading for 9th grade. Other than that, I made no changes to the list in either 9th or 10th grade.

During the course of the year, my 10th grade students will read such perennial classics as:

And my 9th graders’ reading will include:

Modern novels I think it would be worthwhile for students to read include:

I could probably add more if Dylan were not demanding that I wrap this up. Basically, I feel that students need some of the classics in order to be prepared for college, but we need to teach them in such a way as to influence them to choose good modern books to read. I don’t think a recommended reading list would hurt. When I was a junior in high school and about to move to Georgia, I asked my English teacher for a list of recommendations. She was clearly stunned by my request and said she’d put one together. Instead, she gave me a box of old books. I was very touched by the gesture, but after having been a teacher for several years, I understand it was a much more fair exchange than I thought then. Also, after teaching at my school for a year, I have discovered that I wasn’t that weird. Plenty of kids enjoy book recommendations.

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The Complete Idiot’s Guide to Jewish History and Culture

The Complete Idiot's Guide to Jewish History and CultureI just finished The Complete Idiot’s Guide to Jewish History and Culture by Rabbi Benjamin Blech. I did not find it to be as comprehensive as I would have liked. For instance, the only holidays he really explains are Purim, Hanukkah, and Yom Ha-Shoah. He mentions Yom Kippur only in passing; considering it is the most important Jewish holiday, I think merited much more explanation. There was no mention of Rosh Hashanah. I did find the coincidences of tragedy falling on Tisha B’Av interesting — I definitely did not know that so many devastating events, from the destruction of both Temples to the expulsion of Jews from Spain all occurred on the same day. Rabbi Blech’s notion that it is a message from God certainly seems plausible.

I was struck by the rather biased tone of the book. There are several instances in which Rabbi Blech infers he believes the Jews to be a superior people. He states twice that Jews have higher IQ’s than other ethnic groups. While I’m not saying he doesn’t have a point, I think it is dangerous to proclaim any group superior to another, even a group that has fought adversity (and won) since its beginnings and survived despite several attempts to exterminate them. He seems to have a somewhat anti-Christian bias, which is not something I have encountered with my co-workers or students. To be fair, most of that comes out in the chapters in which he recalls the worst acts carried out by Christians against Jews — the Crusades, the Inquisition, expulsion from various countries. I did find some of his remarks about Jesus interesting. I wonder if it is widely accepted, for instance, that Jesus was an Essene? It wasn’t something I knew.

I felt that the book was not as comprehensive as it might have been, but it is understandably hard to define the history and culture of an entire people who have survived over 5700 years. I realize the “Complete Idiot’s” series is designed to be an introduction, but I can’t help but feel like I ate what I thought would be a fairly decent meal that left me still hungry.

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