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When I was nine years old I spent months struggling through this book for the first time. The old style language made for rough going, but I persevered. In the end I was rewarded with more than a classic tale marvelously told; I discovered a love of books and earned self-respect for tackling a tough read.
If I was a teacher whose task it was to introduce students to classic literature, I would skip Dickens and use this book. Kids love adventure, animals, and action. Swiss Family Robinson has it all. It's really a thriller disguised as a literary classic. All book lovers should read this one at least once.
And please don't watch the Disney movie and claim you've "been there, did that" on this story. The movie is totally different and in no way compares.
Our third grade teacher read to us from this book every day and I could hardly wait for the next installment. Finally I got my own copy for a birthday gift, sat on the couch and read it cover to cover in one go. I still have this book, decades later.
From the opening, thrilling tempest scene to the very end and the "rescue", this book has plenty of action as well as creative solutions to problems. There is a lot of material for discussion, how the family solved problems, how they handled disagreements, adversity, disappointment, building of character.
This book definitely teaches values along with the adventure and the values are linked in such a way as to be an integral part of the story.
And Swiss Family Robinson is never boring. There is always an exciting new beast to be discovered, a new plant to use for food or clothing, a new machine or tool to be built, a new part of the island to explore. This is a wonderful book to read out loud to kids until they are old enough to enjoy reading it themselves. If you are bored with re-runs on TV, turn off the box and spend a half-hour or hour every evening reading this aloud. Everyone will have a great time, and kids who are read to, become readers themselves.
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I noted the comments from various celebrities on the back of the dust jacket, and was surprised to hear praise from people who call themselves Gleason's friends. It makes you wonder just what kinds of friends they were.
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The book runs the risk of being a little thin (Perkin is not a hugely interesting man), but Garfield keeps his work relevant and vibrant by some very elegant writing in which clever linkages are made between a vast array of subjects. I recommend this title for its insights into historical and modern fashion trends and some fascinating scientific history.
Amy De
Mauve was really the first artificial dye to be made, and became the toast of London and Paris once the Empress Eugenie found that it suited her crinolines like nothing else. After mauve, any artificial dye was possible, and the world really did change. Even if it isn't your color of choice, I recommended this book as a very interesting read.
(By the way, I'm not Pat Barker the British author!)
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Sutherland and Watts take turns addressing what they call different "puzzles" in various Shakespearean plays. The problem is, except for the rare exception, most of these questions can be answered in various ways depending on how the play is performed. For example, is Malvolio vengeful or reconciled at the end of Twelfth Night? Or, does Bottom actually sleep with Titania in Midsummer Nights Dream? In both cases the ultimate answer is, it depends on how you play it. There is no one answer fixed in the text.
Even questions that seem like they should have a specific answer like, who killed Woodstock in Richard II?, are given waffling answers. There's simply no way to know. Again, the ultimate answer will lie in how the play is performed. Different companies will lead their audience to different answers depending on what they decide to focus.
Ultimately, this book has value in the sense that it points out what some of the issues are with various plays. On the other hand, the writing here is not very dynamic. The authors rarely take a position and, when they do, they approach it so weakly that they do not inspire a response in the reader. Perhaps the authors felt that they didn't want to provoke any controversy with their readers but, if they had, it might have made for a more readable book.
The authors discuss about 30 such "glitches," and seem to derive most of their fun from summarizing how various Shakespearian commentators (few distinguished for intellect) have dealt with the glitches over the past 350 years. Sometimes, the authors appear to me to be deliberately obtuse about an issue, perhaps because they had some trouble finding as many as 30 genuinely puzzling glitches to comment upon.
One comment I have about the whole matter, which the authors do not make: Shakespeare's intellectual and artistic depths seem virtually boundless, and every seeming inconsistency might well have a reason for being other than carelessness or a schedule that didn't allow complete revision. The authors are aware of this, even when they don't state it explicitly.
Among the questions discussed: Why does Shakespeare's Henry V during the battle of Agincourt twice order all French prisoners to be slaughtered in cold blood, yet have "full fifteen hundred" prisoners "of good sort" left after the battle, not to mention a like number of "common men"?
Why does Juliet say, "Oh, Romeo, Romeo, wherefore (why) art thou Romeo," when the problem is that he is a Montague? Why do so many of the plays end with nothing resolved, everything hanging in suspension? [Notorious examples are Troilus and Cressida, and Love's Labour's Lost. The answer here is probably, oh say can you see, a sequel being demanded by audiences.] How is Desdemona able to deliver several lines of dialogue after being strangled or smothered by Othello? How can King Lear be more than 80 and Juliet only 13? And so on.
Some of the answers were fairly obvious to me, although apparently not so to the authors. Juliet falls in love with Romeo when they are both in disguise, and it is the revelation that he is who he is that is upsetting. He could be referred to as Romeo, Romeo Montague, or Montague, and the sense would be the same. The action of Richard II would cover 30 years or so in real time, yet the performers would have looked the same and worn the same costumes throughout the play, so Shakespeare has the characters proclaim themselves as "lusty, young" in the early scenes, and having "worn so many winters out" in the last scenes. Further tipoff to this necessary compression is that where ever the dialogue would naturally refer to "years," it instead refers to "minutes" and "hours." As the authors put it, Shakespeare has invented "Warp Time."
The book is a great pleasure to read, and will greatly deepen your knowledge of Shakespearean drama, and your viewing of any Shakespearean film. Highly recommended.
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This book should be considered a general resource, but for an in-depth historical atlas, the reader must look elsewhere.
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Some important concepts are not presented in the text, unsymmetrical substitution in the conjugated system for example.
I would recommend reader to read the book critically and do expect that things in the book are not 100% correct.
Text information states pKa values are for the conjugate acids of bases listed in tables, and this further confuses students, who assume the molecules listed are the acids themselves.
Incredible leaps of logic must be required for students to take sparse detail in the text and apply them to complex problems in the problem sets. Although the problems are enjoyable for Ph.D.'s in the field, they miss the mark regarding beginning students. I find the problems relevant and amusing, but they are often advanced or graduate level. In contrast,example problems in the text are quite simplistic.
It appears that the text attempts to address biochemistry, polymer and medicinal chemistry to some level - but must sacrifice content in the core areas of organic chemistry in order to satisfy the unwritten rule of a book of dimensions of 1.5" x 8" x 10" for the publisher.
The sidebars were a reasonable attempt to humanize chemistry. University academics are still scratching their heads as to why they continue to have trouble interesting students in chemistry - they need to look close to home regarding text and laboratory material. Both seem to provide an exercise in futility for U.S. students. Scientific method is taught in high school, and promptly forgotten. Logic and flow is missing today.
Good luck with the next edition!
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I thought "The Swiss Family Robinson" was a spectacular adventure/survival book. You can say that the book is pretty much a long diary that is kept by the father of the family of everything that happens to them on the island. The book I read did have many references to God unlike some of the abridged editions. The only thing I didn't like about "The Swiss Family Robinson" is that when the family starts collecting and taming many animals that they find on the island, it gets a little tough to keep up with all the animals' names, but that wasn't bad enough to take anything away from the book for me.
I recommend anybody who likes survival or adventure books, especially if you like reading the classics, to get "The Swiss Family Robinson." I would recommend getting an unabridged version of the book if you can so you won't miss a word.