Reading and learning from Robert Beverly Hale's three books on Artistic Anatomy is like learning the ways of the Force from Yoda himself.

For example, the chapter called "The Acrobat's Stocking" tells the story of a man's longstanding problems with using a condom. Through therapy the man discovers the psychological roots of, and solves, his problem. Some of the other chapters are titled "The Pornographer's Grief" (exploring the psychological roots of a man's addiction to pornography), "The Woman Who Thought Her Orgasm Was A Gift," "Don Juan's Regret" (about a womanizer coming to terms with his behavior), and "Sexual Appetites" (about a bulimic college student and unconscious sexual elements of her binges).

"Sexual Mysteries" is easy-reading but intellectually stimulating. I recommend it highly.

Coles' narration is occasionally insightful, occasionally annoying, always self-conscious. He interviews children alone and in groups, listening and participating in their reflections and conversations. He interviews various races and religions, including chapters on Christian, Jewish, Islamic and secular children in America, the UK, Tunisia and Israel. I found his interviews with Hopi children very provocative.

The book has both intellectual and spiritual value, and I hope it is read more widely than it has been.

The next section has a wonderful display of jewelry, mostly necklaces and earrings, in all kinds of styles, materials, colors -- from light and delicate to chunky and bold. I've gotten a lot of ideas from these to copy or create my own designs.

A section at the end explains various jewelry-making techniques with closeup photos and adequate written instructions. I think just a little prior experience would be helpful in following these fairly simple techniques. There are a couple more pages that clearly show a few methods for sewing beads onto fabric. This is a bead book I will keep returning to for browsing and inspiration.

What amazed me throughout the book was how Paley continued to encourage Jason to join them in their storytelling and refused to give up on him. In addition, despite Jason's differences Paley never labeled him. Quite honestly, I know teachers who would have labeled or viewed Jason as being a special needs child and wanted him out of their classroom. Yet, Paley was driven to help Jason and he eventually does make tremendous progress in her classroom. Of course, Jason's level of progress would not have occurred without Paley's patience and determination along with a positive learning environment, which sends an important message to teachers. Even at the end of the book, Paley never reveals what Jason's problem is or whether she feels he is in need of some special services. To me, I definitely recommend this book to any educator especially those who work with young children, since I think Paley has a real unique way of working with children and teachers could greatly benefit from reading about her classroom experiences.

Jeff Wagner

December 18, 2002

After reading, Vivian Gussin Paley's book, the boy who would be a helicopter, I found it to be a very interesting account of her experiences in teaching young children. In particular, I was really impressed by the way she engaged the children in telling their stories through acting them out, since this not only allowed the children to learn, but also Paley had the chance to learn more about the children through their stories. Of all the children, Paley was primarily focused on a boy named Jason because he was so different than the rest of her children. For example, Jason refused to play with the other children and when Paley tried to get him to join the group his typical response was his helicopter is broken at which point he would rush off to "supposedly' fix it.

What amazed me throughout the book was how Paley continued to encourage Jason to join them in their storytelling and refused to give up on him. In addition, despite Jason's differences Paley never labeled him. Quite honestly, I know teachers who would have labeled or viewed Jason as being a special needs child and wanted him out of their classroom. Yet, Paley was driven to help Jason and he eventually does make tremendous progress in her classroom. Of course, Jason's level of progress would not have occurred without Paley's patience and determination along with a positive learning environment, which sends an important message to teachers. Even at the end of the book, Paley never reveals what Jason's problem is or whether she feels he is in need of some special services. To me, I definitely recommend this book to any educator especially those who work with young children, since I think Paley has a real unique way of working with children and teachers could greatly benefit from reading about her classroom experiences.

Jeff Wagner

December 18, 2002

I began to read this book early in 2002, when the priest sex abuse scandal was first rearing its ugly head in Boston. This was a time when many people of faith had more questions than answers. Even those who are not survivors of child sexual abuse felt hurt and betrayed by all that has happened. While this book did not give answers to the crisis, it did highlight the role of faith and belief when facing life's challenges.

I began to read this book early in 2002, when the priest sex abuse scandal was first rearing its ugly head in Boston. This was a time when many people of faith had more questions than answers. Even those who are not survivors of child sexual abuse felt hurt and betrayed by all that has happened. While this book did not give answers to the crisis, it did highlight the role of faith and belief when facing life's challenges which I found to be very helpful.

This is a fine compendium, almost a "best-of" type collection, and serves its purpose well. Another strong point is that this is not a book one feels compelled to pick up and complete in a sitting or three. Rather, one can easily pick it up, put it down and then return to it weeks later, as I did.

The book was dry. I'd recommend it if you are preparing for a visit to Charleston -otherwise find something else to read.

It is, well written from the beginnings of Charles Town up to Hurrican Hugo, the prose is lively and attention keeping.

Especially to be enjoyed is the side-bar entries of primarily people and architecture which add much to the verbal discussion going on the page.

To go further in study, the author provides this wisdom: "there appear to me to be more bad books written about Charleston than just about any subject I know." So he lists those he knows are worthy and recommended on each time period. Helpful!

* Real names have been changed

Worlds Apart: Why Poverty Persists in Rural America

In the book Worlds Apart, the author, Cynthia M. Duncan, takes a look at three different areas of rural America to study rural poverty. She studied the different aspects of the communities, including social, economic, educational and political issues. Of the three communities, two areas (Blackwell and Dahlia) have very similar profiles that have limited the people from moving upward in society. The third has a different perspective, in which the middle class is helping the whole community gain opportunities.
In the community of Blackwell, the foundation is based on the 'have' and 'have-nots'. This mining community was founded on a continual idea of separation of class. Every facet of the community depended on how much money a family had and a person's last name. The 'drawers' were the people who continually draw money from the government. They were the uneducated, poor who had only known this way of life. Outside opportunity was never able to enter the community, because the wealthy class would not allow it and wanted to keep its tight hold on the lower classes.
Dahlia is a community similar to Blackwell, unchanging classes and no opportunity. Yet, it differs from Blackwell because the poor were crippled by racial segregation that has existed since slavery. Even though the plantation work is still done by the black people, they are paid considerable low wages. The social elite control everything in the community from who is on the school board, county board and any official government offices. Any radical changes by the people, were punished by 'blackballing' any chances of future employment or service. Education was also damaged by this continual segregation. The community had two schools, the better school is were the best teachers were and the white children and the poorer school had the worse teachers and all the black children.
The community of Gray Mountain was founded on many different ethic groups. It was considered a small version of American's 'melting-pot'. The poverty here came from the decline of the mill factories employment, but community did not let this create a gap between the classes. The lower classes still associated with the middle class, it did not matter how much money a person's family had. Outside improvements were not pushed away, but welcomed into the community (i.e. unions). Education was key in this community. The poor children went to the same schools as the rich children. The adults knew that the way to improve their society was through education that would inspire mobility.
In the final section of the book, Duncan provides solutions for social change and social policy. The chief solution was education. The children from poor families may not have the moral support at home to push they upward, but that at school there would be potential for a role model. Any type of support would help a children gain the upward mobility to improve themselves.