Timeline of Classics Sample - Christian Book Distributors · Rome (509 BC–AD 476) ... flow of history from 5000 BC to modern times in a table format . ... from earliest times to

Timeline of Classics Historical Context for the Good and Great Books

Teacher’s Manual

by Gail Ledbetter

Second Edition, February 2016Institute for Excellence in Writing, L.L.C.

These are Sample Pages for preview only. Copyrighted Material.

Sample

The purchaser of this book receives access to the following downloads: Timeline of Classics e-book, Sample Vocabulary Cards, and Reader Response Journaling Sample Blackline Masters, as well as articles and talks by Andrew Pudewa and other educators.

(See the blue page for complete download instructions.)

Copyright PolicyTimeline of Classics Historical Context for the Good and Great Books Second Edition, February 2016Copyright © 2013, 2016 Gail Ledbetter

ISBN 978-1-62341-245-6

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Sample

Contents

On the Contents page, a given page number indicates a first page on which the general historical era is addressed. Every attempt has been made to list literature, a film, or a recording within its historical era. Students of history realize that sometimes the delineations of history into named eras are approximate, may overlap, and may vary, depending on the authority consulted. For example, the years 1780–1830 could be named Industrialization or Urbanization.

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Introduction to Reader Response Journaling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Ideas for Vocabulary Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Materials Needed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Ancients (5000 BC–AD 400) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Preflood and Postflood Civilizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Egypt (3000–2000 BC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Greece (3000–431 BC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Rome (509 BC–AD 476) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Dark Ages (Europe, c. 300–900) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

The Middle Ages (AD 400–1450) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Vikings (Scandinavia, Europe, 793–1066) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 European Military Expansion (1000–1450) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Crusades (1095–c. 1250) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Renaissance Period in Italy (1300–1500) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Renaissance and Reformation (1450–1850) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 European Exploration and Colonization (1400–1600) . . . . . . . . . . . . . . . . . . . . . . . . . 35 Protestant Reformation (15th century, Europe) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Elizabethan Period (United Kingdom, 1558–1603) . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 The New World (1607–1860s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Age of Enlightenment (18th century, Europe) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Industrial Revolution (18th–19th centuries) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Westward Expansion (America, c. 1841) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

The Modern World (1850–present) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 American Civil War (1861–1865) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Progressive Era (United States, 1880s–1920s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Machine Age (1900–1945) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 The Post-Modern Era (1939 WW II–present) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Cold War Period (1945–1991) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Atomic Age (after 1945) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Space Age (after 1957) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Information Age (1970+) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


Sample

Blank Tables (Notate other media or literature studied .) . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Reader Response Journaling Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Samples and Definitions of Literary Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 The Story behind Timeline of Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Institute for Excellence in Writing’s Resources Related to Classic Literature . . . . . . 116 Compact Classics and Other Helpful Finds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 The Colloquium Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121


Sample

Introduction

Introduction

What is this resource?Timeline of Classics: Historical Context for the Good and Great Books reveals a panoramic view of world history. Chronologically indexed, these selected writings, biographies, plays, recordings, and films portray a history of mankind. Please note that while great care was taken in choosing the best of the best, parents and teachers should always preview or listen in advance to resources, especially video and audio materials. Created in a simple spreadsheet format, the columns of this resource present

• description/time period

• title of resource

• author

• approximate age/ability level The timeline is divided into the following broad divisions of world history:

• Ancients

• The Middle Ages

• Renaissance and Reformation

• The Modern World

How is it useful? One mom summed it up this way: “You could actually organize all of your history and literature studies from elementary through high school using Timeline of Classics as your single guide.” Browse through the time period you are planning to study, and highlight resources of interest. The book list is completely flexible and offers mere suggestions for age/ability levels to include Elementary (E), Middle (M), and High School (H). By adding the date when a resource has been completed, students will have compiled a complete literature list, which can be recorded on a high school transcript.

For whom is it useful? Any student or teacher of history and literature can use this portable timeline. For those of us who think chronologically, Timeline of Classics provides points of reference for people, places, and events. This versatile reference guide can be used with any teaching style or curriculum. Save hours and hours of planning time and research ... it’s already been done for you! Please visit our website at http://timelineofclassics.com for a detailed description of this one- of-a-kind resource. May Timeline of Classics lighten your load as a teacher and strengthen your heart as a student of the Good and Great Books.

Timeline of Classics: Historical Context for the Good and Great Books 6


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. Bo

ok o

f Tim

e: B

lank

tim

e lin

e fro

m 5

000

BC

to th

e pr

esen

tIn

quis

iCor

p C

orpo

ratio

n

http

://so

nlig

ht.c

omE

M H

The

Mid

dle

Age

s inc

lude

d th

e m

illen

nium

from

the

fifth

to th

e fift

eent

h ce

ntur

y, ro

ughl

y fr

om

the

fall

of R

ome

until

the

Rena

issa

nce.

Dur

ing

its in

itial

per

iod,

cal

led

the

Dar

k A

ges,

after

th

e de

ath

of B

yzan

tine

Empe

ror J

ustin

ian

... u

ntil

the

reig

n of

Cha

rlem

agne

... b

arba

rian

s de

stro

yed

wha

t had

take

n 3,

000

year

s to

build

.—

Car

ol S

tric

klan

d, Th

e Ann

otat

ed M

ona

Lisa

i

j


Sample

52Ti

mel

ine

of C

lass

ics:

His

toric

al C

onte

xt fo

r the

Goo

d an

d G

reat

Boo

ks

Tim

elin

e of

Cla

ssic

s

Des

crip

tion

or T

ime

Peri

odTi

tleA

utho

rL

evel

Rena

issa

nce

and

Refo

rmat

ion

(145

0–18

50)

1789

—En

glis

h ph

iloso

pher

; leg

al a

nd so

cial

refo

rmer

Intro

duct

ion

to th

e Pr

inci

ples

of M

oral

s and

Le

gisl

atio

nJe

rem

y B

enth

am

H

1789

–185

0—A

mer

ica

A H

isto

ry o

f US

(4) T

he N

ew N

atio

nJo

y H

akim

E M

H17

89–1

799—

terr

or a

nd su

fferin

g du

ring

the

Fren

ch R

evol

utio

n;

Lond

on a

nd P

aris

A Ta

le o

f Tw

o C

ities

(Com

pact

Cla

ssic

s: V

ol. I

/5-C

1)C

harle

s Dic

kens

H

1789

–179

9—Lo

ndon

and

Par

is d

urin

g th

e Fr

ench

Rev

olut

ion

A Ta

le o

f Tw

o C

ities

(aud

io st

oryt

ellin

g re

cord

ing)

adap

ted

and

reto

ld b

y Ji

m W

eiss

ht

tp://

grea

thal

l.com

E M

H

1789

–179

9—th

e Fr

ench

Rev

olut

ion

In th

e Re

ign

of T

erro

r: A

n En

glis

h La

d in

the

Fr

ench

Rev

olut

ion

G. A

. Hen

ty

M H

1789

–179

9—th

e Fr

ench

Rev

olut

ion

In th

e Re

ign

of T

erro

r: A

n En

glis

h La

d in

the

Fr

ench

Rev

olut

ion

audi

o bo

okJi

m H

odge

s ht

tp://

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M H

1789

–179

9—Fr

ench

Rev

olut

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Ston

e So

upM

arci

a B

row

nE

1789

–179

9—Fr

ench

Rev

olut

ion

In S

earc

h of

Hon

orD

onna

Lyn

n H

ess

E M

Fren

ch R

evol

utio

n—tw

in b

roth

ers s

epar

ated

at b

irth;

cor

rupt

Kin

g of

Fra

nce

Man

in th

e Ir

on M

ask

(1

934

and

1977

film

ver

sion

s bas

ed o

n th

e no

vel)

Ale

xand

re D

umas

H

Fren

ch R

evol

utio

nTh

e Sc

arle

t Pim

pern

el

(198

2 fil

m v

ersi

on w

ith Ja

ne S

eym

our)

Bar

ones

s Orc

zyH

1789

—so

uth

sea

voya

geM

utin

y on

the

Boun

tyC

harle

s Nor

dhof

fM

H17

89—

sout

h se

a vo

yage

Mut

iny

on th

e Bo

unty

1935

film

star

ring

Cla

rk G

able

M H

1790

—B

ritis

h po

litic

al a

ctiv

ist

Refle

ctio

ns o

n th

e Re

volu

tion

in F

ranc

eEd

mun

d B

urke

H

1790

–183

2—Fr

ance

and

Egy

ptSe

eker

of K

now

ledg

e: T

he M

an W

ho D

ecip

here

d Eg

yptia

n H

iero

glyp

hics

Jam

es R

umfo

rdE

1791

The

Righ

ts o

f Man

Thom

as P

aine

H

17

91–1

867—

Engl

ish

chem

ist i

nven

ted

elec

tric

mot

or, t

rans

form

er,

and

gene

rato

r.M

icha

el F

arad

ay: F

athe

r of E

lect

roni

cs

Cha

rles L

udw

igM

H

1791

—bi

ogra

phy

by S

cotti

sh fr

iend

The

Life

of S

amue

l Joh

nson

, LL.

DJa

mes

Bos

wel

lH

Alo

ng th

e Pa

ris s

tree

ts, t

he d

eath

car

ts ru

mbl

e, h

ollo

w a

nd h

arsh

....

All

the

devo

urin

g an

d in

satia

te m

onst

ers i

mag

ined

sinc

e im

agin

atio

n co

uld

reco

rd it

self,

are

fuse

d in

the

one

real

izat

ion,

G

uillo

tine

.... C

rush

hum

anity

out

of s

hape

onc

e m

ore,

und

er si

mila

r ham

mer

s, an

d it

will

twis

t its

elf i

nto

the

sam

e to

rtur

ed fo

rms.

Sow

the

sam

e se

ed o

f rap

acio

us li

cens

e an

d op

pres

sion

ove

r ag

ain,

and

it w

ill su

rely

yie

ld th

e sa

me

frui

t acc

ordi

ng to

its k

ind.

—C

harl

es D

icke

ns, A

Tal

e of T

wo

Citie

s

ij


Sample

90Ti

mel

ine

of C

lass

ics:

His

toric

al C

onte

xt fo

r the

Goo

d an

d G

reat

Boo

ks

Tim

elin

e of

Cla

ssic

s

Des

crip

tion

or T

ime

Peri

odTi

tleA

utho

rL

evel

The

Mod

ern

Wor

ld (1

850–

pres

ent)

terr

oris

t atta

cks

The

9/11

Com

mis

sion

Rep

ort o

f the

Nat

iona

l C

omm

issi

on o

n Te

rror

ist A

ttack

s Upo

n th

e

Uni

ted

Stat

es

Nat

iona

l Com

mis

sion

on

Terr

oris

t Atta

cks

H

Sept

embe

r 11,

200

1—U

nite

d A

irlin

es F

light

93

Let’s

Rol

l!: O

rdin

ary

Peop

le, E

xtra

ordi

nary

Cou

rage

Lisa

Bea

mer

H20

03—

Haw

aii;

wom

en’s

pro

tour

surf

er re

turn

s to

com

petit

ion

afte

r sha

rk a

ttack

Soul

Sur

fer:

A T

rue

Stor

y of

Fai

th, F

amily

, and

Fi

ghtin

g to

Get

Bac

k on

the

Boar

dB

etha

ny H

amilt

onM

H

2004

—re

vise

d an

d up

date

dTh

e W

ell-T

rain

ed M

ind:

A G

uide

to C

lass

ical

Ed

ucat

ion

at H

ome

Susa

n W

ise

Bau

er, J

essi

e W

ise

H

pres

ent-d

ay H

awai

i—ov

erco

min

g tra

gedy

Soul

Sur

fer

2011

film

star

ring

Ann

aSop

hia

Rob

bM

H20

05—

revi

sed

and

upda

ted;

the

onsl

augh

t of m

edia

an

d te

chno

logy

Amus

ing

Our

selv

es to

Dea

th: P

ublic

Dis

cour

se

in th

e Ag

e of

Sho

w B

usin

ess

(Com

pact

Cla

ssic

s: V

ol. I

II/p

. 303

)

Nei

l Pos

tman

H

2006

—w

orld

wid

e pa

ndem

ic o

f AID

STh

e Sk

eptic

’s G

uide

to th

e G

loba

l AID

S C

risi

s:

Toug

h Q

uest

ions

Dire

ct A

nsw

ers

Dal

e H

anso

n B

ourk

eH

2006

—re

vise

d ed

ition

; the

bac

kgro

und,

pol

itics

, phi

loso

phy,

ps

ycho

logy

and

pur

pose

s of c

ompu

lsor

y sc

hool

ing

The

Und

ergr

ound

His

tory

of A

mer

ican

Edu

catio

n:

An In

timat

e In

vest

igat

ion

Into

the

Pris

on o

f M

oder

n Sc

hool

ing

John

Tay

lor G

atto

H

2006

—re

vise

d an

d ex

pand

ed e

ditio

nA

Thom

as J

effe

rson

Edu

catio

n: T

each

ing

a

Gen

erat

ion

of L

eade

rs fo

r the

Tw

enty

-Fir

st C

entu

ryO

liver

DeM

ille

H

2006

—pu

blis

hed

John

Dew

ey &

the

Dec

line

of A

mer

ican

Edu

catio

nH

enry

T. E

dmon

dson

, III

H

2009

—pu

blis

hed

The

Com

ing

Aris

tocr

acy:

Edu

catio

n an

d th

e

Futu

re o

f Fre

edom

Oliv

er D

eMill

eH

2015

—pu

blis

hed

annu

ally

The

Wor

ld A

lman

ac a

nd B

ook

of F

acts

Wor

ld A

lman

ac B

ooks

M H

2015

—pu

blis

hed

annu

ally

Th

e W

orld

Alm

anac

for K

ids

Wor

ld A

lman

ac B

ooks

E

Free

dom

is a

frag

ile th

ing

and

is n

ever

mor

e th

an o

ne g

ener

atio

n aw

ay fr

om ex

tinct

ion.

It is

not

our

s by

inhe

rita

nce;

it

mus

t be

foug

ht fo

r and

def

ende

d co

nsta

ntly

by

each

gen

erat

ion,

for i

t com

es o

nly

once

to a

peo

ple.

Thos

e w

ho

have

kno

wn

free

dom

and

then

lost

it h

ave

neve

r kno

wn

it ag

ain.

—Ro

nald

Rea

gan

Polit

ical

ideo

logy

has

a b

lood

y an

d ba

rbar

ous t

rack

reco

rd. .

.. W

ithou

t som

e ki

nd o

f tra

nsce

nden

t tru

th, t

here

is n

o w

ay to

stan

d ag

ains

t soc

ial a

nd p

oliti

cal e

vil.

... L

ived

out

cons

iste

ntly

, pos

tmod

erni

sm le

ads t

o co

mpl

icity

with

evi

l an

d in

just

ice.

—N

ancy

Pea

rcey

, Sav

ing

Leon

ardo

: A C

all t

o Re

sist t

he S

ecul

ar A

ssau

lt on

Min

d, M

oral

s, &

Mea

ning

ij


Sample

© Institute for Excellence in Writing. Duplication prohibited. See the blue page to download the Blackline Masters for these pages.


Chapter 1—The Wrong DoorVocabularystudy: room set apart for private reading, writing, or studyingholiday: cessation from work or duties for a period of timecistern: reservoir, tank, or container for holding liquidginger-beer: carbonated ginger sweet drinkcatch: anything that catches, as a latch on a doorcupboard: closet with shelves for dishes, cups, etc.pantomime: actor who uses gestures to convey emotion without speakingcunning: artfully subtle, shrewd, sly, or crafty

Sample Key Word Outline

I. London, Polly Plummer

1. meets, Digory, upset

2. D’s, mother, ill,

3. D, lives, w/Aunt Letty, & Uncle Andrew

4. P & D, explore, attic, rafters

5. find, Uncle Andrew’s, study

6. A, tall, thin, scientist

7. experiment, need, helpers

8. P, vanish, yellow, ring

Notable Quotes and Literary Devices

“Or he might have been a pirate, like the man at the beginning of Treasure Island.” (page 5) (allusion)“If vacuum cleaners had been invented in those days Polly would have thought it was the sound of a Hoover being worked a long way off.” (page 12) (allusion)

“The high-backed chair in front of the fire moved suddenly and there rose up out of it—like a pantomime demon coming up out of a trapdoor—the alarming form of Uncle Andrew.” (page 13) (simile)

“Uncle Andrew was tall and very thin. He had a ... great tousled mop of gray hair.” (page 13) (metaphor)

Journaling Sample: The Magician's Nephew


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Samples and Definitions of Literary Devices

Alliteration– same initial letter or letter blend sounds which occur close together“Tom joined the mob of skylarking scholars outside.” – Mark Twain, The Adventures of Tom Sawyer“In a moment all the heavy sorrow and misery which sleep had banished were upon him again, and he realized that he was no longer a petted prince in a palace with the adoring eyes of a nation upon him, but a pauper, an outcast, clothed in rags, prisoner in a den fit only for beasts, and consorting with beggars and thieves.” – Mark Twain, The Prince and the Pauper“The soldiers presented arms with their halberds, opened the gates, and presented again as the little Prince of Poverty passed in, in his fluttering rags, to join hands with the Prince of Limitless Plenty.” – Mark Twain, The Prince and the Pauper

Allusion– reference to literature, historical events, culture, well-known ideas“We were soon all in the water, Fritz with a harpoon, Ernest with a rod and line, and I myself armed, like Neptune, with an iron trident, or more properly speaking, perhaps, a pitchfork.” – Johann D. Wyss, The Swiss Family Robinson“Seeing this, I determined to make a raid upon them by torchlight, after the manner of the colonists in Virginia.” – Johann D. Wyss, The Swiss Family Robinson

Assonance– same internal vowel sound in two or more words which occur close together“The royal barge attended by its gorgeous fleet … was greeted from the banks with a continuous hoarse roar of cheers and the ceaseless flash and boom of artillery.” – Mark Twain, The Prince and the Pauper“In a little while the measured tread of military men was heard approaching, and the culprits entered the presence in charge of an undersheriff and escorted by a detail of the king’s guard.” – Mark Twain, The Prince and the Pauper

Foreshadowing– a hint at a future event in a plot“Mistress Mary, quite contrary, how does your garden grow? With silver bells, and cockle shells, and marigolds all in a row.” – Frances Hodgson Burnett, The Secret Garden

Imagery– word pictures that appeal to the senses, evoking feeling and mood“A whole hour drifted by, the [school] master sat nodding on his throne, the air was drowsy with the hum of study.” Mark Twain, The Adventures of Tom Sawyer“And over walls and earth and trees and swinging sprays and tendrils the fair green veil of tender little leaves had crept, and in the grass under the trees and the gray urns in the alcoves and here and there everywhere were touches or splashes of gold and purple and white and the trees were showing pink and snow above his head and there were fluttering wings and faint sweet pipes and humming and scents and scents.” – Frances Hodgson Burnett, The Secret Garden



Sample



Metaphor– comparison without like or as“The dreadful secret of the murder was a chronic misery. It was a very cancer for permanency and pain.” – Mark Twain, The Adventures of Tom Sawyer“With this he dragged the frantic and struggling prince away and disappeared up a front court followed by a delighted and noisy swarm of human vermin.” – Mark Twain, The Prince and the Pauper

Onomatopoeia– sound-effect words“Countrymen, butchers, drovers, hawkers, boys, thieves, idlers, and vagabonds of every low grade, were mingled together in a mass; the whistling of drovers, the barking of dogs, the bellowing and plunging of oxen, the bleating of sheep, the grunting and squeaking of pigs, the cries of hawkers, the shouts, oaths, and quarreling on all sides; the ringing of bells and roar of voices, that issued from every public-house; the crowding, pushing, driving, beating, whooping, and yelling; the hideous and discordant din that resounded from every corner of the market; and the unwashed, unshaven, squalid, and dirty figures constantly running to and fro, and bursting in and out of the throng; rendered it a stunning and bewildering scene, which quite confounded the senses.” – Charles Dickens, Oliver Twist

Personification – inanimate objects as lifelike or human“The houses were of wood, with the second story projecting over the first, and the third sticking its elbows out beyond the second.” – Mark Twain, The Prince and the Pauper

Simile– comparison with like or as“Here Uncle Andrew rubbed his hands till his knuckles cracked like fireworks.” – C.S. Lewis, The Magician’s Nephew“You know a noise sometimes brings things down – like an avalanche in the Alps.” – C.S. Lewis, The Magician’s Nephew“To let a sad thought or a bad one get into your mind is as dangerous as letting a scarlet fever germ get into your body.” – Frances Hodgson Burnett, The Secret Garden

Symbolism– objects, persons, pictures, things to represent an idea, virtue, or philosophy“She must be less delicate before she begins lessons. Give her simple, healthy food. Let her run wild in the garden. Don’t look after her too much. She needs liberty and fresh air and romping about.” – Frances Hodgson Burnett, The Secret Garden“When Fledge had quite finished his own excellent supper he lay down. The children came and sat one on each side of him leaning against his warm body, and when he had spread his wing over each they were really quite snug.” – C.S. Lewis, The Magician’s Nephew



Sample

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