One of the things I love about historic research is that there is always something more to learn. No matter how much I’ve learned about a topic, there is always something deeper, richer, and more complex to know about it.
I’ve had that experience this week as I’m working to get the final edits done on my book that is coming out this fall titled Buried Lives: The Enslaved People of George Washington’s Mount Vernon, published by Holiday House. This book is full of all sorts of fascinating information and images. And though I’ve never done it before like this, I’ve written an introduction and <gasp> even placed images in the introduction. These amazing, powerful images will pack a punch even before the first word of chapter one.
It was the caption to one of those images that wouldn’t let me rest this week.
The caption as I wrote it a while back has been through various readers including my editor countless times, copyeditors, and even managing editors as they read the manuscript. The caption was absolutely fine and fabulous.
The image on the page is a diagram of a slave ship. The caption mentioned the transatlantic slave trade and identified the name of the ship and when it was built. It was a good caption. It was enough information, especially for the introduction!
But still that caption pestered me. My work does that to me-and when it does I pay attention.
I started wondering…a great thing for a nonfiction author. Are there any specifics I could add to the caption? Maybe just a few words if I could find some detail about the ship or the human cargo it carried.
Then it got really interesting. I found that specific ship on the Voyages: The Transatlantic Slave Trade Database provided by Emory University. I found out lots of details about this slave ship. I know who the captain was, who owned the ship, where they picked up the enslaved, where they took them, how many Africans were packed belowdeck, how many were men, women, boys, and girls. I know the voyage across the Atlantic took 51 wretched days. I even know how many of them died on the voyage.
And as if all that wasn’t enough, I discovered that abolitionists in Great Britain used this diagram to show the horrors of the slave trade. And William Wilberforce, a British politician, used a model of that specific ship when he spoke to Parliament against the slave trade.
Although there was nothing wrong with the original caption, I knew more about the topic than what it said. And, well I just had to share it. So I emailed my editor suggesting an eleventh hour addition (actually the hour is more like 11:55) for the caption on page 2.
And my wonderful editor Kelly, agreed with me and found a way to make it work.
I teach creative writing to kids. You'd think I am surrounded by junior Weltys and
Me, one happy camper!
Hemingways. I am, most of the time.
A couple of years ago, I got a call from a total stranger who heard I tutored. I do occasionally mentor high school students with Important Writing Projects--college essays, a fantasy novel they are self-publishing, a contest entry. A call from a dad about his 8th grade son was not a surprise.
His request was.
"Can you tutor my son in creativity?" he asked.
My hearing isn't what it used to be, especially over the phone. I asked him to repeat what he'd said. He did.
He wanted me to teach his son "to be creative."
I am not a phone person. I have a hard time making myself understood if I can't see who I'm talking to. The dad, son and I made an appointment "to discuss" at Starbucks.
When I first moved to my North Atlanta suburb 17 years ago, I joked that I was really living in Lake Wobegon--"Where all the children are above average." Every kid was either in the Talented-and-Gifted Program, or a prodigy in some other field. I had never seen such a cut-throat bunch of students and parents. I'm not talking high school juniors, aiming for Harvard Early Admission; these were fourth graders.
The Carriage House-Young Writers HQ
Now here I was at Starbucks with a dad insisting I "teach" his son creativity. Cautiously, I asked what he expected from "creativity lessons."
"He must be able to write an excellent college essay. His grammar and form are very good, but he has no ideas. Very dull. I don't understand. He is an A students, but no imagination." Dad spoke rapidly, thrumming his fingers on the table, obviously annoyed with my stupid questions. "He is going to be Ivy League."
I sipped my soy latte, trying to figure out a nice way to say it was a little early to obsess over Ivy League admission, and that you can't "teach" creativity.
I asked if his son liked to read. No, he did not. He was "too busy" to read. Busy with what? Extracurricular science classes, violin lessons, learning a FOURTH language.
"He sounds busy all right," I agreed. "But what does he do in his free time? Does he like to read?"
I thought Dad was going to pound the table, so I grabbed my latte. "Free time? There is no free time. He must work at subjects that will get him into an Ivy League college."
The dad called to the boy who had been banished to a corner table. He was the most arrogant 14-year-old I have ever met. He had always excelled at everything...until he hit the wall with his lack of creativity. I could tell he thought that since he wasn't creative, it must not be very important.When the son started interviewing me as to my credentials, that was it. I told Dad I didn't think his son and I would work well together. And got the heck out of Starbucks.
I chalked that up to one of those weird things that happen sometimes. I spent a few moments regretting that an intelligent boy had never had the chance to be creative, and therefore dismissed it as unimportant. Then I forgot about Dad-and-Son.
Until Young Writer's Camp the following summer. Since I have to get know my students in the first hour of a one week camp, I have question cards with the basics--name, age, last school attended. Then the not so usual--how many books have you read for fun in the last school year? What's your favorite book? My last question is"What is the most important thing I need to know about you?" I started asking this after I had a hearing impaired camper, and no one thought to tell me.
I get goofy answers ("I love Minecraft. Can I just do that on my phone?) or heartbreaking ("My best friend died last month and I am really sad.").
Sssh! Writers at work.
For the last three years, at least one student every session writes "I have no imagination"--or some variation of that.
That floored me. I subscribe to Pablo Picasso's philosophy. "All children are artists. The problem is how to remain an artist once he grows up." I substitute "writer" for "artist" and "once he grows up" to "once he leaves middle school." These kids are 10 and11.
Why on earth would any child that young think they had no imagination?
"How do you know this?" I ask, and get the same answer every time. "My teacher said so." Or, "My parents say so."
How depressing. A fourth grader who believed himself incapable of original thought
As I talked to these campers, a profile emerged. They were incredibly over scheduled, starting in toddlerhood. When I asked what they did for fun, they gave me a blank look. Free time? Fun? Something that did not involve winning and losing? This was a new concept for them.
Up a tree, imagining.
Enriching children's lives with extracurricular activities can be a good thing. My own Young Writer's Camp falls in that category...the difference being there are no awards or winners at camp. The reward is having fun and using your imagination to do and be whatever you want.
Imagining takes time. Time that appears "unproductive" to a task-oriented parent or teacher. Even adult writers have a hard time explaining to others (OK, spouses) that lying on the couch and staring at the ceiling with Beethoven's 9th blasting is "writing." Characters are living and dying in my head, to a Beethoven soundtrack. They have to live in my head awhile before they make it to the page.
As an only child, I spent a lot of time alone. An only child with chronic respiratory infections. I missed so many school days through fourth grade, that by today's attendance policies, I would still be in second grade. Home alone, I read, drew, wrote and imagined whole towns full of people, all of which resembled Mayberry. If you've ever read Harriet the Spy, it was a lot like her game of Town.
Any number of authors have had long spells of illness when they had to entertain themselves with books and their own minds. I am not recommending chronic illness as a way of nurturing creativity. What I am advocating is down time. Time to stare at ants on the side walk, gaze at the shapes of clouds, invent imaginary friends and pets. Time to slop around with paints without a teacher's direction, to put on music and make up your own dance without worrying about posture or precision. It's not about perfection; it's about the freedom to create. The freedom to fail without repercussions or shaming.
Take my own daughter (please! Rim shot!) She too is an only child who spent a lot of time alone. Like me, she learned to entertain herself with crayons and paper. In school, her artwork did not win praise because she "did not produce representational images." In other words, she preferred colors and shapes to drawing a horse or a house. She just stared down her teacher and continued to draw her own way.
Her artistic epiphany came on a day when I was trying to finish book edits. Desperate for quiet, and an activity that didn't require my supervision, I gave her a bag of ancient disposable cameras. By the end of the week, she had used them all up. This was at my parent's house, and when we went home, I saw no reason to drag the cameras with us. I mean, she was five. I wasn't going to waste money developing pictures that were probably shots of her feet or the ceiling.
From one of the disposable cameras. Lily's grandmother.
Weeks later, a package arrived from my parents. Mom, ever-the-doting grandmother, had developed the pictures. And...hey, these pictures were good. They were carefully composed, centered, and focused. One roll was nothing but shots of my mother's antique collection, one vase, one statue, on piece of porcelain at a time, like an auction catalog. Another roll I had watched her shoot...walking around the yard, snapping pictures of the ground. Or so I thought. These were pictures of dead leaves and roots, with interesting shadows and shades of brown. Beautiful. There were closeups of household items--a doormat, an electric fan. How did a five-year-old, whose teachers had labeled as "lacking in artistic skill" learn to do that?
Lily's 1st award winner. 3rd grade
I still don't know. She continued to photograph, first with my old school Nikon, (which she still prefers) and finally her own digital Canon. As a result of a bored five-year-old messing around with disposable cameras, was that at high school graduation, her portfolio was recognized as one of 10 "AP Photography Profiles of Merit" from across the country.
Is she the next Ansel Adams? No. She's an education major in college. But she has a love of photography, something that gives her the satisfaction of creating. She has a photographers eye. She had the time to explore the world through her lens. Even though at the same time she fell in love with figure skating (another creative outlet) she always had time for her camera, taking it with her to classes and competitions.
Do I expect any of my writing campers to become the next JK Rowling or John Grisham? That would be great, but I don't expect it. I expect them to explore their imaginations and have fun. I hope that some will continue to write. I know they do, because they return year after year for the advanced camps.
I've been a public school librarian and I know the strong and weak points of American education. The one thing the most curriculum lack is the one thing that cannot be tested or taught, but without which, all other subjects are just words on a page.
Imagination. We have scheduled imagination out of our kids' lives. This summer, as you scurry around, trying to keep your kids busy, schedule a little time to do nothing. Give them the chance, as my mom used to say, to use their heads for something besides a hat rack.
Have a great summer everyone. Now I need to go prepare for my returning advanced camp writers. I can't wait!
A something in a summer’s Day As slow her flambeaux burn away Which solemnizes me. A something in a summer’s noon— A depth—an Azure—a perfume— Transcending ecstasy. (Excerpt from Emily Dickinson, A Something in a Summer’s Day)
What are you doing these summer’s days? I find it's the perfect time to catch up on my reading. With this in mind, I recently read our own Carmela A. Martino’sPlaying By Heart.
I love historical fiction, especially those stories that focus on the feminine experience. We are all familiar with Laurel Ulrich’s statement, well-behaved women seldom make history. The sentiment underscored the invisibility of women in history. Not long ago, Jo Eberhardt wrote about her surprising discovery when, after counting the books in her personal library, she found that only a mere 27 per cent of her books had female protagonists, despite “her conscious intention for a 50/50 split.” Further researching female protagonists in other media, she found that over 70 percent of lead characters in popular movies were male. And even in those movies that feature female protagonists (Divergent, Hunger Games, Twilight), male characters speak more than female protagonists, and thus still dominate the story.
Megan Leigh suggests that among many stories claiming to have strong female characters, one overriding issue seems to be distinguishing between strong and weak, and passive and active characters. A female who is caring, vulnerable, even emotional tends to be considered a weak character. Yet, a strong female who is aggressive, abrasive, even with difficulty connecting emotionally, is considered negative. Both types are flat, negating their own flawed, complex humanity. In contrast, male characters are often allowed to play the full emotive spectrum. Says Leigh, in too many stories, the strong female protagonist is considered “special,” the exception or chosen one. If only one woman is ever shown to be capable and complex, and is presented as the exception, the “very framing of the narrative in a way that has men writing off most females as incapable, is an issue unto itself.”
What about our favorite TV shows that feature strong female protagonists that dare to tackle male-dominated jobs? These include super smart spies, corporate lawyers, political leaders, even homicide detectives. And don't forget about the growing trend in super heroes and wonder women. Despite the implied power positions, these jobs are often in the background. Their story-lines are often dominated by the unhappy state of their private life. Despite being labeled as capable, they are often rescued by their male counterparts. While their male counterparts are dressed in practical clothing that allows them to run, jump, and maneuver themselves effectively, the female protagonist tends to wear form-fitting clothes, with shirts buttoned down suggestively, and high-fashioned heels. Even their boots have heels. Meanwhile, those who weld their power are considered manipulative, shrill, even overly cold and emotionally disconnected, and usually it is because they are unhappy without a man in their life. I could go on, but you get my point.
It would seem, according to Tasha Robinson, that “strong female characters – someone with her own identity, agenda and story purpose – has become more of a marketing term than a meaningful goal.”
Sometimes it is not always about the outrageous or the rebellious. Sometimes it’s about doing the unexpected. While the feminine hero may follow a similar path as her male counterpart, the language, the ordeals and even the symbols are uniquely her own. They neither seek domination over another or ascendance into elitist power. Choices are made when life no longer fits into her definition. This is why I love Carmela's new book.
“The day I decided to take my fate into my own hands began like any other.” So states Emilia Salvani, who is destined by birth order as second born to become a nun. Gifted with musical genius, she struggles to find a way to earn the respect of the maestro, and find a way to avoid a life in the convent.
Set during 18th century Milan, Italy, the story follows two sisters who navigate a strict Catholic social construct. Her older sister, Maria, is a gifted linguist. While her father hopes to secure a noble marriage, Maria longs to join the convent and help the poor.
Carmela’s attention to detail in her luscious imagery as she builds this eighteenth century city is captivating. Her characters are fully-realized, complex beings, making choices and facing consequences as they strive to make a life of their own. Carmela includes an author’s note, detailing the lives of the two sisters who inspired this story.
This is a thoroughly engrossing, lyrical novel. It's perfect reading for a summer day in the garden.
Five city blocks long, utilizing the nearby Jones College Prep High School and the Harold Washington Public Library, this book lovers’ fest draws crowds by the thousands.
Once gain, I loved it all – from exploring the books of academic presses and small independent local publishers to bumping into friends and students and fellow writers to discovering a first edition of Sydney Taylor’s ALL OF A KIND FAMILY.
But I especially loved facilitating my annual “So, You Want to Write A Children’s Book?!” panel in which I both introduced and lauded 5 Chicago-area debut children’s book creators who just happened to be my SCBWI-Illinois kin.
Meet, from left to right, boasting their AUTHOR badges:
Each author also earnestly recommended connecting with like-minded, like-hearted children’s book creators, especially via classes and SCBWI.
My next Out-and-About in Chicago?
Stopping by this beautiful new statue of Gwendolyn Brooks, the first Chicago-based black poet honored with a statue and memorial in a Chicago public park. Unveiled last Thursday, June 7, on Brooks’ Birthday, the installation sits at the North Kenwood Park at 46th and South Greenwood Avenue that carries her name. There’s also a replica representing the poet’s porch, as well as a path of stones, each engraved with lines from her poems.
Speaking of which, thanks to Karen Edmisten* (The Blog with the Shockingly Clever Title) for hosting today’s Poetry Friday.
When I was invited to join this blog, I remember thinking two things: 1) What's a blog? and 2) Why would anyone want to blog? But what I discovered is that I'd moved into an online home with five extraordinary roommates in an online galaxy (the Kidlitosphere) with an infinite number of generous souls. My village. My peeps.
So after nine years, what do I love about being a TeachingAuthor?
We're celebrating our Ninth Blogiversary with a series of posts sharing what we love about being a TeachingAuthor.
I fear my comments may sound redundant, as I'm the next to last TA to address the topic. Like my fellow TAs, I love being part of this terrific team of award-winning authors who happen to also be writing teachers. It's amazing how close I feel to all the TeachingAuthors even though most of them live far from me, in locations scattered across the country, and I have yet to meet one in person!
What's surprises me even more, though, is how connected I feel to you, our readers. I did not foresee this when the initial TeachingAuthors team met to plan this blog and discuss who our target audience would be. We eventually decided we wanted to write about topics of interest to fellow writers--published and yet-to-be-published--and to those who teach writing. We hoped to share information that would be useful to both groups. To this day, that continues to be our goal.
The part I didn't anticipate was how supportive, encouraging, and downright friendly our readers would be. Many of you comment regularly, and when I see your lovely profile photos in the comment box, I feel I'm reconnecting with a longtime friend. I initially proposed this blog as a way to be of service, and, as Esther says, "pay it forward," to fellow writers, writing students, and teachers. But often, I feel I get back more from you, dear readers, than I give.
One of the posts that stands out in my mind was one I wrote back in 2014 called Holding on to Hope for Our "Unmarketable" Manuscripts. In that post, I shared about putting a young adult historical manuscript I'd poured my heart and soul into in the proverbial writer's drawer after being told it wasn't marketable enough. Not only did my fellow TAs post encouraging comments, but two readers, Linda Baie and Jan Godown Annino did, too. I was especially touched that Jan took the time to write a lengthy, lovely note in which she said:
"I guess it's like a potter who creates a vase without a buyer ready to purchase, or a composer who hears music in her head & creates a score without knowing a symphony will perform her new piece."
I don't think she even knew my novel's main character is a composer!
All the comments on my post lifted me up and made me feel embraced by a marvelous community.
One of the things I love about being a TA blogger is sharing the real life issues of being an author. Like a lot of things in life, the dream of what a certain event will be like isn’t exactly how it turns out to be.
When we as writers first start in this business, we dream of holding a book in our hands with our name on the front. We think that once we get published the rest will be easier. That isn’t usually the case. I know well-published authors who have trouble finding a publisher for their next book.
But still, we persevere. The desire to write books for children / young adults still pushes us on.
So whether you are pre-published still waiting to see your name on a cover-or a published author: keep going. From somewhere deep inside you-you must keep going.
When I heard that my topic of the week was "Why I Love Being a TA," I was stumped. Why do I love (in no particular order) chocolate, reading and my daughter? I could either write a doctoral dissertation on each topic....or I could say "Just 'cause." All of these, including blogging, are so much a part of me, it is hard to dissect the why and wherefore of my love.
But I'll give it a shot.
Blogging requires thinking. In this case, thinking about writing. I spend a lot of time thinking while writing. Plots, characters, research details...a lot of thinking. What I don't do is contemplate the act of writing, the why of writing, the reasons I write.
Teaching Authors offers me the challenge of thinking about those questions. The questions I would be answering on say Fresh Air or during an interview with Horn Book...if I were fabulously successful and well known...I am forced to think about here. Think and articulate them to the best of my ability. When I am confused about anything, I journal about it. Writing brings my own fears, failures and frustrations into focus. Most of the time, things become clearer after I've journaled. TA has sometimes served as my Public Journal.
I love TA because it makes me write. Well, duh, you think. Isn't that what you are supposed to do...you're a writer. Yes. But TA gives me a deadline. Since I am not currently writing under contract, I don't have deadlines. This lack of urgency makes me a slack jack of a writer. When TA says "By first thing Friday morning," that leaves no wiggle room for me. Feet to the fire, fingers to the keyboard. TA readers expect a post that day....not the day before or after. (Admission: there have been times when I have forgotten or there has been a monumental emergency, and the post winds up being a "deadline edition" instead of an "early morning edition."
TA's Mary Ann, Carmela, April--Ill. Reading Ass. 2010
Then there is the love. The love of putting words together in a way that makes sense to you and hopefully to your readers. The love of reading reading reading to see how other authors do this or that...or to just lose yourself for a couple of hours (all the while telling yourself that you will use what you have learned in a future TA post.)
Most of all, however, is the love of my fellow TA's. I have never been associated with such a smart, creative and occasionally irreverent group of women (as of yet, there haven't been any TA dudes...as of yet.) Some of them were fellow students in MFA program at Vermont College. Some were friends of friends who I met when we did state reading conferences together. And a few I have to remind myself, I have never met in person. I know them through emails and posts. It doesn't matter. If there is a more caring and supportive group of people...well, I haven't met them (yet...never say never.) We appreciate each other's work; we are poets, fiction writers, non-fiction writers, and a couple of us are multi-genre-ed (I know...not really a word...until now!) Writing is a lonely job. No coffee breaks with co-workers, or Friday Happy Hours. Just you and your chosen instrument of writing. However, the support and advice of my fellow TA's is just a text or email away. God bless them all.
So, in conclusion...being a TA has kept me ruminating about writing, focused and on time, and surrounded by my own support group. What's not to love, people?
As you may remember, I have a cat named Comma. I’ve featured Comma many times in my musings here. One of my favorite postings was For the Love of Comma, exploring how punctuation influences a reader’s reception of your story.
This week, I lost Comma.
While reeling with this unexpected loss, I am also – now more than ever – keenly aware how fast time flies. And what matters most are the connections, the friendships and the relationships made along the way. And one of the most important for me is my connection with the Teaching Authors.
Teaching Authors celebrates our ninth anniversary. Over nine years, nine fabulous writers who teach have discussed the writer’s life, the art of teaching and the importance of literary citizenship. Jeanne Marie Grunwell Ford. JoAnn Early Mackin. Carmela Martino. Mary Ann Rodman. April Halprin Wayland. Jill Esbaum. Laurie Purdie Salas. Carla McKillough Clafferty. Esther Hershenhorn.
A constant and important theme throughout these many years has been exploring strategies to help build a community of readers, for future’s sake. We have explored best books, and rousing poetry, inspirational characters, and o! the places we’ll go! We’ve featured literary heroes and celebrated our students. We exposed the shadows on the wall, and looked at monsters in the closet.
It has been a rip-roaring adventure. Now more than ever, I remain humbled and grateful that Carmela and my fellow TAs thought I might have something worthwhile to say.
My fellow TeachingAuthors and I are celebrating our Nonaversary! We’re looking back at our nine years of posting, sharing what we loved about being a part of this original group blog.
I confess: while the descriptive noun in apposition TeachingAuthor combined the two professions I’d dreamed of since I was six-years old, and I LOVED the idea of a group blog composed of six children’s book writers who also teach writing, when Carmela Martino invited me to join such a blog in the summer of 2008, I chewed my lower lip and furrowed my brow.
Me? I thought. The Slowest Writer East of the Mississippi?! I was a studied writer if ever there was one. Weren’t blog posts supposed to be light and breezy? Me? I thought. A true Luddite, a digital immigrant with enough techno-fears to accommodate bevies of post-Baby Boomers? Wouldn’t software be involved? And what about those MFA’s in Writing for Children my fellow bloggers held – and I didn’t? Did Carmela forget I’m The Susan Lucci of Children’s Books?!
Fortunately, Carmela’s “You can do it!” trust in me won out. I mustered my courage and am I ever glad! This group blog gifted me with the perfect opportunity to pay Kindness forward, to think about our Readers – and what they needed/wished for/wanted to tell their good stories well, then share all I learned, thoughtfully and honestly, from my journey, my mentors, my students, my writers, my writing kin and my Children’s Book World, But even better? My fellow TeachingAuthors, nine in all, in nine years of posting not only taught me volumes about teaching, writing and living the writer’s life, making me a better teacher and author. My fellow TA’s taught me how to be braver.
Sure. My pre-Monday-posting Sundays were often fraught with angst, plus 911 calls to our Administrator-dash-Tech Guru Carmela. I’d spend weeks brainstorming a topic, researching avenues, tickling an idea, then tinkering with words to ensure a cogent and interesting telling. Inserting and verifying links, however, sizing and positioning photos, remembering to save text? All these tasks drove me bonkers. Many Monday mornings I’d be up early, checking my post, then correcting my mistakes. Finding relevant free clip art became a full-time job. I still have nightmares in which I’m imprisoned for copyright infringement. And I will never forget the spirit-crushing week I spent (a) registering for SoundCloud, (b) then using it to record my chosen poem for National Poetry Month in celebration of our fifth Blogiversary and (c) uploading it to blogger, or not. Last summer, when the blogger software refused to recognize my new laptop, I was ready to call it quits, no matter my posts’ value or how I’d come to love writing them. As always, Carmela talked me down and found a way using a new font and Notepad that is so convoluted it’s too long to share.
But thanks to Jeanne Marie Grunwell Ford, JoAnn Early Mackin, Carmela Martino, Mary Ann Rodman and April Halprin Wayland - our first 5 TA's, Jill Esbaum, Laura Purdie Salas, Carla McKillough McClafferty and Bobbi Miller, and despite the obstacles, like my all-time Heroine Brave Irene I continue to move forward on my TeachingAuthors plotline. Irene’s AHA’s! once again proved true: our burdens are often our tickets out; in time a foe can become a friend.
My fellow TA’s – as well as our enthusiastic and dedicated readers – continue to hold the bar high as I do my best to do everything a successful children’s book does: i.e. inform, amuse, encourage, inspire and always, always offer Hope. I delight in all I’ve gladly put forth - a new book on craft, a writing student’s Success Story, a debut author’s Wednesday Writing Workout, a relevant celebration. I’ve especially enjoyed taking readers with me on my out-and-abouts season after season.
I especially delight, however, in my October 12, 2011 post that birthed the Thanku – a Thank You note expressed in haiku. In eight years’ time I’ve used this poetic format to thank my writers, my students, my mentors, my colleagues, my grandson, my Children’s Book World and even my Cubbies.
My Thanku today honors and thanks my TA kin – all nine of them!
Nine TeachingAuthors, beacons each, heart-builders all, en-couraging-me.
And no surprise. To celebrate our Nonaversary, I’m passing along a copy of William Steig’s BRAVE IRENE to one lucky writer.
Thanks, too, and of course, to our Readers – and – to Brenda Davis Harsham at Friendly Fairy Tales for hosting today’s Poetry Friday.