Showing posts with label American Literature. Show all posts
Showing posts with label American Literature. Show all posts

Review: Focus by Arthur Miller

Focus Focus by Arthur Miller
My rating: 4 of 5 stars

I came across this novel in a used bookstore and thought the premise sounded fascinating, especially since I've been a fan of Miller's dramatic works. The story follows Lawrence Newman after he awakes in the middle of the night to hearing a screaming woman being assaulted. But since the woman is a minority, he largely seems to pay it no mind. The bachelor enjoys a home in a white Christian neighborhood and works in New York City and is largely successful until his eyesight gets the best of him and he's forced to get glasses. His glasses, as he feared, make him appear more Jewish in the race-obsessed world of the World War II 1940s. What follows is Lawrence's demise as those around him increasingly suspect him to be a Jew and he becomes subjected to the same cruel realities that he perpetuated just months before.

Miller's tale is a classic tale of what it's like to live in another man's shoes but also well layered with reflection by Lawrence as he comes to weigh the meaning behind the white supremacist view and how easily it insinuates itself into the minds of the privileged. Originally published in 1945, there is so much about this book that resonates with the world today that it could have easily been written as today with only slight adjustments.

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Review: The Jungle

The Jungle The Jungle by Upton Sinclair
My rating: 5 of 5 stars

Upton Sinclair’s The Jungle was the next book I picked up and it hit me hard. I understood the influence of this book, but I never realized it would hit me emotionally. Now, those who have read it may not agree and some have seen the story as more of a propaganda piece against the more problematic issues of unfettered capitalism (that is, a pro-socialism diatribe) than an actual novel, but I think that does a disservice to what makes the book as impactful as it has been. The story begins with the marriage of Jurgis and Ona and traces their experience immigrating to the United States. They eventually end up in the meat-slaughtering district of Chicago where the entire family seeks survival in a brutal world of employment in unsafe working conditions, surplus population, and ruthless employers. Jurgis’s descent from poor but seemingly livable rural life in Lithuania to wanton criminal is heartbreaking at times. The once proud and powerful Jurgis represents the great American ideal (he continually invokes the idea of working harder to attain his financial “freedom”) clashing with the stark reality of life in the late 19th and early 20th century for millions of Americans.

Knowing the larger truth of working conditions to which Sinclair spoke, made Jurgis’s plight more powerful. Jurgis may never existed but inevitably many have walked similar paths and still do. Inevitably, there were parts of this book that I had trouble digesting (pun, intended).

Peter Kuper does a good and stark comic version of it, that if read deliberately can evoke many of the emotions found in the book; though I don’t think it does the book full justice since so much of Jurgis’s plight is vested in a combination of Sinclair’s vivid descriptions of the squalid living conditions, brutal work environments, and emotional desperation of his characters.

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Review: Go Set a Watchman

Go Set a Watchman Go Set a Watchman by Harper Lee
My rating: 4 of 5 stars

A lot of people were disappointed with this novel as any kind of sequel to To Kill a Mockingbird and I can get why. It doesn't feel as inspiring and whimsical as the original novel did and to a degree, that's what I appreciate about it. It grapples with racism in a different way and in doing so, recognizes that the blatant racism of To Kill a Mockingbird is not easily resolved. It captures the nuance of racism and how it pervades even people whom we assume could not be racist or hold racist views (consciously or unconsciously). There is also something to be said about the message about how we come to our own personal codes and firm beliefs about the world and who we allow (or forbid) to shape such codes and beliefs.

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Review: Spoon River Anthology

Spoon River Anthology Spoon River Anthology by Edgar Lee Masters
My rating: 5 of 5 stars

I had heard about the book and it's overall impact on other literary authors and found the concept fascinating. So I picked up the book at my friend's house and started reading. Well, I ended up having to buy a copy and read it because I was so compelled. I love the idea and it's overall execution. The book is a collection of poems that are written by dead people in the town of Spoon River. Each poem highlights the dead person's life in concrete and abstract ways. Through these poetic sermons, we learn about how the town worked and didn't work. It's a lot of fun but I have to wonder if there is some site out there that provides a map of the characters and how they interconnect. That would be fascinating to look at.

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Literature As Reformation: The Changing Lives Through Literature Program

I just finished my first time running a Changing Lives Through Literature program this past week.  The program is consists of 8 weekly meetings with individuals on parole wherein we talk about assigned short stories or novels read.  Essentially, it's a reading club for people on parole.  It's purpose to help people on parole engage with ideas through reading and have the opportunity to accomplish something as part of their progress to full rehabilitation in society.  Depending on the elements of their parole, participants often volunteer to be in the program and in doing some, some may have time taken off their parole sentence.  

Prison Halls - Image Source:
It is a program that I found out about through a colleague and expressed interest in last year.  However, it was not my first encounter with the program.  In fact, I wrote this blog post for one CLTL group a few years ago on my love for the writings of Kate Chopin.  Earlier this year, I was contacted by an officer interested in starting up a new group in Salem and so I jumped at the chance.  I met with the officer and we planted to run this first group in March through April.  The logistics went according to plan and though, there is much to tweak, it certainly was appreciated by those who consistently attended and those who facilitated it.  

For the first few weeks, I was excited and a bit nervous about running this group.  I certainly brought plenty of experience to the group as a facilitator, having taught literature at colleges for the last six years, but I wasn't sure exactly how to approach facilitating the group.  I was less certain about how the group dynamics would be and less familiar with this informal setting.  Yet as the weeks progressed, I seemed to have found my foothold and determined how best to engage with the participants and guide the conversation.  

So what did we cover in this 8 week journey?  It was composed of short stories and one novel.  Some of the stories I was familiar with and others, I read for the first time.  

Session 1: “Greasy Lake” by T.C. Boyle

A pair of glasses on a book.  Image source:
This proved a strong opener.  Boyle's tale about kids returned from college thinking they are tough stuff and making a series of increasingly bad decisions clearly hit home for many of the participants and got them reasonably interested in the program when they might not have been otherwise.  

Session 2:  “To Build a Fire” by Jack London

Akin to "Greasy Lake," I like this story because it's about a series of bad decisions and the protagonist's decision to buck conventional wisdom and focus only on the outcome (potential riches by getting to the camp sooner).  It also had a good dialogue around understanding nature and humans and how we lose touch with the natural order of things.  It also was quite ironic that the night we discussed this story was the coldest day in March.  

Session 3:  “The Red Convertible” by Louise Erdrich

Erdrich's tale about the effects of war on a pair of brothers also spoke well to the participants.  However, we were able to move the discussion deeper to talk about the ways in which the outside world of American culture clearly took its toll on the inside world of the reservation and how that manifested in Lyman's final decision to walk everywhere.  

Session 4:  “An Occurrence at Owl Creek Bridge” by Ambrose Bierce

If the first three stories were safe to some degree in that while deep, meaning could be easily deduced, these next three weeks, I went in for something a little strong in terms of message and intellectual challenge.  They grappled with this but it was here that we often found some participants really pushing themselves to newer depths.  Bierce's tale of life between the drop a body and the snapping of a neck as the body reaches the full length of the rope, is a challenging one.  Told out of sequence, the story follows Farquahar, a plantation owner who does not serve in the Civil War but attempts to disrupt the Union army by blowing up a bridge.  In doing so, he has placed his family in direct danger and can do nothing about it because he is to be captured and sent to his death.  Our discussion around the perception of the noble act (blowing up the bridge) with the right and more important act (protecting one's family) also hit home for some of the participants.  

Session 5:  “Harrison Bergeron” by Kurt Vonnegut

Though we had some good discussion around this story, it still felt a bit of a flop in that there was some confusion about what was going on.  I also think that the message of the story is not necessary useful either and need to find a replacement for this one.  

Session 6:  “A Good Man Is Hard To Find” by Flannery O’Connor

I warned the participants ahead of time that this would be the craziest story we read and many of them found that to be exciting.  However, they did get into the story and most interestingly, many of them expressed knowing exactly what was going to happen in the story within the first few paragraphs.  This was an interesting tell from the group in that it strongly indicated that their propensity for reading into stories had reasonably improved.  

Session 7 & 8:  Of Mice and Men by John Steinbeck

As one of my favorite short novels, I figured this could be a great book to end on.  It's short, it's fairly clear, but there's also lots of subtle elements about it.  We had a good conversation around the book and again, it was great to see them pick up on things that they might have missed entirely previous (e.g. the parallel between Candy's dog and Lennie).  

In the end, it was a valuable experience to me just as much as it was for the participants.  It's quite easy to disregard or devalue people have committed wrongs (and I don't negate that people should be accountable for their wrongdoings) and I see many ways in which we devalue and dehumanize imprisoned populations and create conditions that make it even more challenging for them to reintegrate back into society.  Programs such as this which help them build skills, find self-value, and engage in activities where they are valued as human beings and what they bring to a group is likely to go much farther in their success than the standard shaming and isolating manners that are out there. 

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Hybrid Fluxed #02: That's Why We Call It a Pilot

I'm one month into teaching an American Literature I course using hybrid flexible pedagogy.  It's going good overall but I'm already coming up with a list of things to tweak and improve in the next rendering of this course. Before going into what needs fixing and what is working great, I thought I would provide more detail about how the course is running to better understand what's been done (and in the next post, a clear explanation of how to fix it).  

The Readings for American Literature

The readings are the centerpiece of a literature course.  This course is no different.  However, in this course, I changed up the approach to readings.  Several semesters ago, I redesigned the text order into a more thematic structure.  My old approach was to move through the course chronologically but I found the students had challenges around keeping track of it all and making sense how the different texts related.  I switched to breaking the course into four writing styles to explore: 

  1. First Person Narratives and Autobiographies
  2. Essays, Tracks, Arguments, and Speeches
  3. Fiction
  4. Poetry

I moved through them in the order above, believe that worked in terms of their literary challenges from easiest to hardest.  Within each unit, we then move chronologically with each week covering 1 or 2 centuries (e.g. 16th & 17th First Person Narratives & Autobiographies).  This structure was useful because we could layer not only the different types of writing but the different times for contrast.  

The Course Choices

Because I moved into the units identified above, it because less important on the specific works that they read and more important that they sampled and engaged directly with the different types of work.  The shift provided opportunities to create flexibility with the readings.  Now, instead of everyone having to read the same texts, we could have people read different texts but still be able to talk about their texts in relation to the subject matter.  Meanwhile, I could provide a close reading of a text in a given week to help students extrapolate and find approaches to the things they are reading.  So I created a master list of readings for each week and had students select a particular page amount that they were responsible for.  At the beginning of the semester, they would fill out a Selection Sheet for all the readings they were responsible for during the semester.  

Part of the reason I moved into this approach is that American Literature 1 is full of readings that may be important but are boring as all can be to many students.  I figured one way to stimulate interest was to have students have some say in what they were going to read in a give week.  

However, the real choice of the course was what format of learning the student chose.  As I mentioned before, I designed the course so the student could take it entirely online, entirely face-to-face, or go back and forth depending on his/her demands/priorities in a given week.  

Additionally, I expanded their choice in terms of the content of their assignments and even, which assignments they do (see below).

F2F Time vs Online Time

What makes the difference between online and face-to-face time?  In the online environment, students are expected to view the week's minilectures as well as make their way through a learning guide, do their readings, and participate substantially in a weekly discussion (one initial post of 200+ words and 3 peer replies of 100+ words).  

By contrast, in the face-to-face class, students must perform inclass writing assignments, engage in group discussions and projects, and of course, listen to/engage with the mini lectures I give in person.  (A side benefit to students in the F2F, if they miss something or need a refresher, they can always go online and review the videos). 

The Assignments

I've been trying to also play around with the assignments and believe I will expand upon this in the ensuing semesters as there could be some really great things done in terms of providing more choice and opportunity for students.  

All students must be active in the course.  In the face-to-face class, this includes participating in discussions, group projects and successfully completing the informal inclass writing assignments.  In the online course, it means substantially participating in the discussion.  There is also a course blog, where all the students come together and post their initial thoughts and ideas about a particular reading they enjoyed from a given week.  These are all formative assessments that help me understand where the students are at as well as help the students learn from one another.

Finally, we have three major assignments for them to complete.

Article Analysis:  The students must find an academic article that critically uses something they are reading this semester and write a 1000+ word review of it.  Students choose whatever article they can find so long as it meets certain criteria (over 12 pages of text, published in academic journal, published after 1970 and ties to a specific text we read).  Their article selection must be pre-approved before moving forward with the essay.

Close or Quote Analysis:  For their second paper, students can choose from two options.  They can provide a close-analysis of a fictional work that they've ready (at least 1000+ words) or they can analyze a self-selected quote from anything that they've read and then connect that quote to other readings in the course.  Which assignment and which text they chose is up to them; however, like the article analysis, they need to identify what they are doing for approval. 

Final Project:  Students have several options for a final project.  

  1. Standard Essay.  Students have three different essay options to chose from to write a 1500 word essay on American Literature.
  2. Librivox recording and reflective essay.  Students must find a text they wish to record and narrate the text for as well as write 300+ word reflective essay.
  3. Wikipedia entry.  Students must write an entry for Wikipedia on one of the readings or authors that isn't already on the site.
  4. Digital presentation.  Students must create some kind of digital presentation that substantially covers an idea throughout certain texts or substantially covers a particular reading from the course.
  5. Pitch an idea.  Students can pitch their own ideas for a final project.

That's what I've got going on in the course and I think thus far it's going well for the first round.  I expect to have some more thoughts about how to improve it in the future.  Also keep an eye out for future postings as I intend on making my materials accessible to those that are interested in using/borrowing them.

Check here for a full listing of posts on Hybrid Flexible Pedagogy.

Did you enjoy this read? Let me know your thoughts down below or feel free to browse around and check out some of my other posts!. You might also want to keep up to date with my blog by signing up for them via email. 

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Hybrid Fluxed #01: The Semester of Hybrid Flexible Teaching (And Learning!)

As some may know, I just finished another Master's Degree (that's #3 for those that are counting).  My final project for said degree was to develop a hybrid flexible course for an American Literature I course that I've been teaching for a while now.  

What is Hybrid Flexible Pedagogy?

There are other definitions such as Dr. Brian Betty's work that has influenced my thoughts on understanding hybrid flexible but here's my stab at defining it:

Hybrid flexible pedagogy seeks to maximize the amount of choice (i.e. flexibility) for students within a given course (or even program, ultimately), with regards to class format (online vs. face to face), content (learning resources), and evaluation.  

That's the best definition I can come up with.  So what that has mean for my course is that I've developed a course in which students can take the course entirely face-to-face, entirely online, or move back and forth between the face-to-face course and the online course in any given week. 

I came to create this from y experience with teaching evening classes.  These classes meet once a week and if a student misses a class, they are likely to fall seriously behind.  In my experience, students in evening class often miss class for serious reasons (or at least more often than not).  Often, it's because their life has gone into crisis mode (sometimes small, sometimes really big).  Thus, they hit obstacles in life and missing class only adds to it.  So I thought about what could be done so that they could potentially be caught up to speed by the start of the next class.  That led me down the road of hybrid flexible pedagogy.  

Online and Face-To-Face

The course as it stands now, ready to launch entails students coming to the physical classroom and engaging in different activities around the course content or going online and moving through activities that should be similar to the face-to-face activities.  To make sure for this balance, I have create a series of videos (narrated powerpoints) for students to view.  The full playlist of videos for the course has been put on Youtube.  What I like about this part is that students can attend the face-to-face but also benefit from the online content for reinforcement and further clarification.  

Choices Abound

Coupled with the above format, I have also pushed to develop the resources so that students can choose what readings they want to read for any given week out of a larger selection of readings.  One benefit I have with doing this with American Literature I is that all of the works I want to use are in the public domain.  So rather than assigning a textbook with everyone reading the same text, I have provided 5-10 readings for a given week and have students choose which ones to read (requiring a certain page amount read).  Coupled with this, I have expanded choice in terms of their assignments and what they can write about or the different ways they can do an assignment.  For instance, their final project they have several different choices including a traditional final essay, a Wikipedia entry, making a Librivox recording or even, pitching their own final project.  

Particularly around courses that students have little to no choice in taking, it makes sense to provide them with some opportunities to express their preference and choice.  However, I also thought about how this concept worked perfectly with some of the themes of American Literature and how it is a continually attempt to widen choice and opportunity (a focal point for a good deal of our readings).  

Where Do We Go From Here?
This is a just a brief introduction to what I'm doing.  I plan on writing and reflecting about the experience here on the blog and also providing materials and updates for people that are interested in creating this format as we move forward.

If you would like further information, please contact me, Lance Eaton.

Did you enjoy this read? Let me know your thoughts down below or feel free to browse around and check out some of my other posts!. You might also want to keep up to date with my blog by signing up for them via email. 

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Librivox Part 7: Random and Curious Free Audiobooks

This post will feature some of the more curious finds on Librivox that I've come across in this entire series.  Some of these are quite random while others are just finds that I rather like or find useful to look at.  So has anyone been following this entire series?  What post did you enjoy the most or find most useful?  Let me know down below in the comments section.  If you have enjoyed or plan to enjoy any of Librivox, I highly encourage you to DONATE.  Like Wikipedia, it is a site largely run by volunteers and is a nonprofit.  We all substantially benefit from both which is why I regularly donate to both.  Please consider donating!  If this is the first one you're turning into in this series, check out my previous posts in this series.   Previous posts in this series include:

Book cover - Ragged Dick Image Source:
Ragged Dick - Horatio ALGER, JR. (1832 - 1899)

Nibelungenlied - ANONYMOUS ( - )

Culture and Anarchy - Matthew ARNOLD (1822 - 1888)

The Autobiography of Methuselah - John Kendrick BANGS (1862 - 1922)

The Memoirs of Jacques Casanova Vol. 1 - Giacomo CASANOVA (1725 - 1798)

The Memoirs of Jacques Casanova Vol. 2 - Giacomo CASANOVA (1725 - 1798)

Studies in the Psychology of Sex, Volume One - Havelock ELLIS (1859 - 1939)

Herland - Charlotte Perkins GILMAN (1860 - 1935)

Havelock Ellis
Early Sex Pioneer
Erotica Romana - Johann Wolfgang von GOETHE (1749 - 1832)

Anatomy of the Human Body, Part 1 (Gray's Anatomy) - Henry GRAY (1827 - 1861)

Anatomy of the Human Body, Part 2 (Gray's Anatomy) - Henry GRAY (1827 - 1861)

Anatomy of the Human Body, Part 3 (Gray's Anatomy) - Henry GRAY (1827 - 1861)

Anatomy of the Human Body, Part 4 (Gray's Anatomy) - Henry GRAY (1827 - 1861)

Anatomy of the Human Body, Part 5 (Gray's Anatomy) - Henry GRAY (1827 - 1861)

The Sketch Book of Geoffrey Crayon, Gent. - Washington IRVING (1783 - 1859)

The Sex Life of the Gods - Michael KNERR ( - -1999)

The Female Quixote Vol. 1 - Charlotte LENNOX (1730 - 1804) and Jean Eugène ROBERT-HOUDIN (1805 - 1871)
Book cover: Female Don Quixote Image source:

Cheese Curd for Bait - James MCINTYRE (1828 - 1906)

The Elements of Geology - William Harmon NORTON (1856 - 1944)

Armageddon- 2419 A.D. - Philip Francis NOWLAN (1888 - 1940)

Venus in Furs - Leopold von SACHER-MASOCH (1836 - 1895)

The Art of Controversy (or: The Art of Being Right) - Arthur SCHOPENHAUER (1788 - 1860)

American Cookery - Amelia SIMMONS (1700 - 1800)

Sex - Henry STANTON (1805 - 1887)

The Bee-Man of Orn and Other Fanciful Tales - Frank R. STOCKTON (1834 - 1902)

Did you enjoy this read? Let me know your thoughts down below or feel free to browse around and check out some of my other posts!. You might also want to keep up to date with my blog by signing up for them via email. 

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Librivox Part 6: Free Fantasy MP3 Audiobooks Galore

This is the second to last post in this series.  Originally, I was going to go with six parts, but I figured I would dedicate an entire post to the strange artifacts to be discovered on Librivox--so that will be the final post.  In the meantime, here's the second part of free fantasy audiobooks.  Previous posts in this series include:
Just a note about the links and categories.  Not all links will open up a new tab.  If you want to open a new table with a link, either press the "Control" button when clicking or right click and select the "Open in New Tab" option.  As for categories, I've tried best to put authors on the pages that I think they fit with regard to genre but many of these authors cross the genres of horror, science fiction, and fantasy (sometimes within the same story), so they are not as clear.  So your favorite horror author might end up in fantasy, but they should be found throughout.

Robert Howard
Image source:
  1. Howard, Robert E.. "Bear Creek Collection Volume 1" · (readers)
  2. Howard, Robert E.. "Bear Creek Collection Volume 2" · (readers)
  3. Howard, Robert E.. "Beyond the Black River" · (readers)
  4. Howard, Robert E.. "Devil in Iron, The" · (readers)
  5. Howard, Robert E.. "Hour of the Dragon, The" · (readers)
  6. Howard, Robert E.. "Jewels of Gwahlur" · (readers)
  7. Howard, Robert E.. "People of the Black Circle, The"· (readers)
  8. Howard, Robert E.. "Queen of the Black Coast - Conan" · (readers)
  9. Howard, Robert E.. "Red Nails" · (readers)
  10. Howard, Robert E.. "Red Shadows" · (readers)
  11. Howard, Robert E.. "Shadows in the Moonlight - Conan" · (readers)
  12. Howard, Robert E.. "Shadows in Zamboula - Conan"· (readers)
  13. Howard, Robert E.. "Witch Shall Be Born, A" · (readers)
  14. Howard, Robert E.. "Gods of the North" (in "Ghost Story Collection 006") · (readers)
  15. Howard, Robert E.. "Gods of the North" (in "Short Ghost and Horror Collection 016") · (readers)
  16. Howard, Robert E.. "Rattle of Bones" (in "Horror Story Collection 002") · (readers)
  17. Howard, Robert E.. "Rattle of bones" (in "Ghost Story Collection 006") · (readers)
  18. Howard, Robert E.. "Skulls in the Stars" (in "Ghost Story Collection 006") · (readers)
  19. Howard, Robert E.. "Skulls in the Stars, The" (in "Horror Story Collection 003") · (readers)
George MacDonald
Image source:
  1. MacDonald, George. "At the Back of the North Wind" · (readers)
  2. MacDonald, George. "Baby" · (readers)
  3. Macdonald, George. "Baby, The" (in "Short Poetry Collection 053") · (readers)
  4. MacDonald, George. "Cruel Painter, The" · (readers)
  5. MacDonald, George. "David Elginbrod" · (readers)
  6. MacDonald, George. "Day Boy and the Night Girl, The" · (readers)
  7. MacDonald, George. "Diary of an Old Soul" · (readers)
  8. [Multilingual] MacDonald, George. "English - Christmas 1873" (in "Christmas Short Works Collection 2008") · (readers)
  9. MacDonald, George. "Golden Key, The" (in "Short Story Collection Vol. 001") · (readers)
  10. MacDonald, George. "Gray Wolf, The" (in "Short Story Collection Vol. 003") · (readers)
  11. MacDonald, George. "Hope of the Gospel, The" · (readers)
  12. MacDonald, George. "Letter to American Boys" (in "Short Story Collection Vol. 008") · (readers)
  13. MacDonald, George. "Light Princess and Other Fairy Tales, The" · (readers)
  14. MacDonald, George. "Light Princess, The" · (readers)
  15. MacDonald, George. "Lilith" · (readers)
  16. MacDonald, George. "Little Diamond and the North Wind" (in "Through Fairy Halls of My Bookhouse") · (readers)
  17. MacDonald, George. "Little White Lily" (in "Poems Every Child Should Know") · (readers)
  18. MacDonald, George. "Lost Princess, The" · (readers)
  19. MacDonald, George. "Mary Marston" · (readers)
  20. MacDonald, George. "Miracles of Our Lord, The" · (readers)
  21. MacDonald, George. "Mother Nature (MacDonald)" · (readers)
  22. Macdonald, George. "Phantastes" · (readers)
  23. MacDonald, George. "Princess and Curdie, The" · (readers)
  24. Macdonald, George. "Princess and the Goblin, The" · (readers)
  25. MacDonald, George. "Princess and the Goblin, The (version 2)" · (readers)
  26. MacDonald, George. "Ranald Bannerman's Boyhood" · (readers)
  27. MacDonald, George. "Robert Falconer" · (readers)
  28. MacDonald, George. "Shadows, The" · (readers)
  29. MacDonald, George. "St. George and St. Michael, Volume 1" · (readers)
  30. MacDonald, George. "That Holy Thing" (in "Short Poetry Collection 088") · (readers)
  31. MacDonald, George. "Unspoken Sermons" · (readers)
  32. MacDonald, George. "Wind and the Moon, The" (in "Poems Every Child Should Know") · (readers)
  33. MacDonald, George. "Wise Woman, The" · (readers)
C.L. Moore
William Morris
  1. Morris, William. "Defence of Guenevere, The" (in "Arthurian Miscellany, An") · (readers)
  2. Morris, William. "Echoes of Love’s House" · (readers)
  3. Morris, William. "From the Upland to the Sea" (in "Short Poetry Collection 113") · (readers)
  4. Morris, William. "Hall and the Wood, The" (in "Short Poetry Collection 113") · (readers)
  5. Morris, William. "House of the Wolfings, The" · (readers)
  6. Morris, William. "Inscription for an Old Bed" · (readers)
  7. Morris, William. "Love is enough" · (readers)
  8. Morris, William. "Love Is Enough" (in "Wedding Poems") · (readers)
  9. Morris, William. "Near Avalon" (in "Short Poetry Collection 047") · (readers)
  10. Morris, William. "News From Nowhere" · (readers)
  11. Morris, William. "Signs of Change" · (readers)
  12. Morris, William. "Völsungasaga" · (readers)
  13. Morris, William. "Well at the World's End, The, Book 1: The Road unto Love" · (readers)
  14. Morris, William. "Wood Beyond the World, The" · (readers)
  15. Morrison, William. "Dead Man's Planet" (in "Short Science Fiction Collection 044") · (readers)
  16. Morrison, William. "Divinity" (in "Short Science Fiction Collection 021") · (readers)
Edith Nesbit
  1. Nesbit, E. (Edith). "All Round the Year" · (readers)
  2. Nesbit, E. (Edith). "Baby Seed Song" (in "In the Nursery of My Bookhouse") · (readers)
  3. Nesbit, E. (Edith). "Beautiful Stories from Shakespeare" · (readers)
  4. Nesbit, E. (Edith). "Book of Dragons, The" · (readers)
  5. Nesbit, E. (Edith). "Children's Shakespeare, The" · (readers)
  6. Nesbit, E. (Edith). "Conscience Pudding, The" (in "Christmas Short Works Collection 2007") · (readers)
  7. Nesbit, E. (Edith). "Enchanted Castle, The" · (readers)
  8. Nesbit, E. (Edith). "Five Children and It" · (readers)
  9. Nesbit, E. (Edith). "Five Children and It, Version 2" · (readers)
  10. Nesbit, E. (Edith). "Five Senses, The" (in "LibriVox 5th Anniversary Collection Vol. 2") · (readers)
  11. Nesbit, E. (Edith). "For Dolly, who does not Learn her Lessons" · (readers)
  12. Nesbit, E. (Edith). "Harding's Luck" · (readers)
  13. Nesbit, E. (Edith). "House of Arden, The" · (readers)
  14. Nesbit, E. (Edith). "Literary Sense, The" · (readers)
  15. Nesbit, E. (Edith). "Macbeth" (in "Children's Short Works, Vol. 016")· (readers)
  16. Nesbit, E. (Edith). "Magic City, The" · (readers)
  17. Nesbit, E. (Edith). "Magic World, The" · (readers)
  18. Nesbit, E. (Edith). "Many Voices (selection from)" · (readers)
  19. Nesbit, E. (Edith). "Measure for Measure" (in "Short Story Collection Vol. 019") · (readers)
  20. Nesbit, E. (Edith). "My School Days" · (readers)
  21. Nesbit, E. (Edith). "New Treasure Seekers" · (readers)
  22. Nesbit, E. (Edith). "Nine Unlikely Tales" · (readers)
  23. Nesbit, E. (Edith). "Phoenix and the Carpet, The" · (readers)
  24. Nesbit, E. (Edith). "Pussy and Doggy Tales" · (readers)
  25. Nesbit, E. (Edith). "Railway Children, The" · (readers)
  26. Nesbit, E. (Edith). "Royal Children of English History" · (readers)
  27. Nesbit, E. (Edith). "Story of the Treasure Seekers, The" · (readers)
  28. Nesbit, E. (Edith). "Through the Wood" · (readers)
  29. Nesbit, E. (Edith). "Too Clever by Half" (in "Coffee Break Collection 008 - Animals") · (readers)
  30. Nesbit, E. (Edith). "Wings and the Child" · (readers)
  31. Nesbit, E. (Edith). "Wonderful Garden, The" · (readers)
  32. Nesbit, E. (Edith). "Wouldbegoods, Being the Further Adventures of the Treasure Seekers, The" · (readers)
  33. Nesbit, E. (Edith). "Ebony Frame, The" (in "Ghost Story Collection 002") · (readers)
  34. Nesbit, E. (Edith). "Man-size in Marble" (in "Ghost Story Collection 001") · (readers)
  35. Nesbit, E. (Edith). "Mystery of the Semi-detached, The" (in "Ghost Story Collection 004") · (readers)
  36. Nesbit, E. (Edith). "Uncle Abraham's Romance" (in "Short Ghost and Horror Collection 018") · (readers)
  37. Nesbit, E. (Edith). "Uncle Abraham’s Romance" (in "Ghost Story Collection 001") · (readers)
Charles Perrault
  1. [French] Perrault, Charles. "À mademoiselle" (in "Histoires ou Contes du temps passé avec des moralités") · (readers)
  2. Perrault, Charles. "Blue Beard" (in "Junior Classics (vol 1), The") · (readers)
  3. [French] Perrault, Charles. "Cendrillon ou la petite pantoufle de verre" (in "Histoires ou Contes du temps passé avec des moralités")· (readers)
  4. Perrault, Charles. "Cinderella" (in "Up One Pair of Stairs of My Bookhouse") · (readers)
  5. [French] Perrault, Charles. "Contes en vers" · (readers)
  6. Perrault, Charles. "Fairy Tales of Charles Perrault, The" · (readers)
  7. [Multilingual] Perrault, Charles. "German - Der gestiefelte Kater" (in "Multilingual Fairy Tale Collection 001") · (readers)
  8. [French] Perrault, Charles. "Histoires ou Contes du temps passé avec des moralités" · (readers)
  9. [French] Perrault, Charles. "L'adroite princesse, 1ère partie" (in "Histoires ou Contes du temps passé avec des moralités") · (readers)
  10. [French] Perrault, Charles. "L'adroite princesse, 2ème partie" (in "Histoires ou Contes du temps passé avec des moralités") · (readers)
  11. [French] Perrault, Charles. "La barbe bleue" (in "Histoires ou Contes du temps passé avec des moralités") · (readers)
  12. [French] Perrault, Charles. "La belle au bois dormant" (in "Histoires ou Contes du temps passé avec des moralités") · (readers)
  13. [French] Perrault, Charles. "Le chat botté ou le maître chat" (in "Histoires ou Contes du temps passé avec des moralités") · (readers)
  14. [French] Perrault, Charles. "Le petit chaperon rouge" (in "Histoires ou Contes du temps passé avec des moralités") · (readers)
  15. [French] Perrault, Charles. "Le petit poucet" (in "Histoires ou Contes du temps passé avec des moralités") · (readers)
  16. [French] Perrault, Charles. "Les fées" (in "Histoires ou Contes du temps passé avec des moralités") · (readers)
  17. Perrault, Charles. "Little Red Riding-Hood" (in "Junior Classics (vol 1), The") · (readers)
  18. Perrault, Charles. "Master Cat, or Puss in Boots, The" (in "Kayray's Storytime") · (readers)
  19. Perrault, Charles. "Puss in Boots" (in "Junior Classics (vol 1), The") · (readers)
  20. [French] Perrault, Charles. "Riquet à la houpe" (in "Histoires ou Contes du temps passé avec des moralités") · (readers)
  21. Perrault, Charles. "Sleeping Beauty in the Wood, The" (in "Short Story Collection Vol. 013") · (readers)
  22. Perrault, Charles. "Sleeping Beauty, The" (in "Junior Classics (vol 1), The") · (readers)
  23. Perrault, Charles. "Toads and Diamonds" (in "Up One Pair of Stairs of My Bookhouse") · (readers)
J.R.R. Tolkien
  1. Tolkien, J. R. R.. "Goblin Feet" (in "LibriVox's Most Wanted poetry collection") · (readers)
  1. Anonymous. "Book of A Thousand Nights and a Night, The (Arabian Nights) — Volume 01" · (readers)
  2. Anonymous. "Book of A Thousand Nights and a Night, The (Arabian Nights) , Volume 04" · (readers)
  3. Anonymous. "Book of A Thousand Nights and a Night, The (Arabian Nights) — Volume 02" · (readers)
  4. Anonymous. "Book of A Thousand Nights and a Night, The (Arabian Nights) — Volume 03" · (readers)
  5. Anonymous. "Book of A Thousand Nights and a Night, The (Arabian Nights) — Volume 06" · (readers)
  6. Anonymous. "Book of a Thousand Nights and a Night, The, Volume 05" · (readers)

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