This week we start our postings. You don't have to write a lot; I'm only looking for about two paragraphs. Ideally you could choose a couple of ideas that interest you that are in some way related to today's class. Being a reflective practitioner is to think deeply about a topic, and be aware of how it affects your personal or professional development. You can examine ideas in the textbook readings, compare them to your personal experience; respond to narratives or share your group's discussion; or, comment on either of the stories we've read so far. Feel free to agree/disagree, argue, critique or satirize. There are no right or wrong responses and I'm sure you have lots of good ideas.
Just a reminder: please bring your narrative to the next class and we will give each other feedback in our groups.
The image here is from the cover of Alice Munro's collection of short stories, Who Do You Think You Are? which includes "The Beggar Maid". See you next week!
27 comments:
When I read and re-read Michael Chabon's short story "Along the Frontage Road," I was struck by his wonderful turns of phrase and inventive descriptions of everyday things. His skill at rendering ordinary moments in extraordinary prose was immediately apparent in the way he described the narrator's father "scalp[ing] the orange crania" of a pumpkin to make a jack-o'-lantern. After reading that particular passage, I started paying closer attention to the way Chabon used words. Even the passing mention of trash left on the ground at the vacant lot is noteworthy: it is "small, insidious garbage that presents a choking hazard to waterfowl." Who would think to call garbage insidious? Yet in this case, it is.
The subtlety of his descriptions is perhaps most compelling in the passage about the narrator's unborn child: "the deceased was a girl of seventeen weeks, a theoretical daughter..." At first, I interpreted the phrase to mean that a young baby, seventeen weeks old, had died, but Chabon's insertion of "theoretical daughter" radically altered the meaning. The subversion of my original interpretation destabilized my thoughts, and I found myself floundering to understand what had happened. Was the daughter a fetus? Was there a miscarriage, or was the pregnancy aborted? The succeeding words made things clear, in a tragically poetic way: the "theoretical daughter [was] startled in the darkness and warmth of her mother’s body ... by a jet of cool air and a fatal glint of light." In this way, Chabon describes the sudden surprise of death, arriving via medical tools at the hands of doctors. It's astonishing how he can put so much into so few words.
Sue assigned us to groups last day, based upon our future aspirations. I was placed with Jessica, Janet, Jill and one other lovely woman, whose name I have forgotten (sorry!), all of whom, myself included, plan to be elementary school teachers. I really enjoyed this group. Everyone seemed really open minded, supportive, shared ideas and got on quite well. We discussed qualities we see as admirable in other elementary school teachers and things that might be difficult to transfer into real life. Some of the things we talked about as admirable were leadership and the connection to students that elementary school teachers seem to make, also teachers’ ability to adapt on the fly, how they are fun yet firm at the same time. We all shared a story about a special connection we had with a teacher and for the most part, all of ours were an elementary school teacher… Maybe that’s why we’re headed in the direction we are? lol…
We also discussed our narratives. It was nice to have some comments and insight into those, even if our narratives and the comments we’re giving each other are still pretty rudimentary. At the beginning of a group work people are so nervous about saying anything negative that it’ll be interesting to hear some constructive criticism later on. Jessica’s was really great! (she was the also the only person besides me who read theirs aloud, not to single any one person out) She was able to write a professional reflection even though her narrative started out as a personal one. I had written a personal narrative but hadn’t made the professional, or personal growth, connection so it was helpful to see it could be achieved, especially because I haven’t done this kind of writing before.
Enjoy the sun… celina
What struck me most in the work we did this week is just how personal reflection is, and the different that we experience reflection. By now I’m sure that some people in the class are aware that my roommate and I are enrolled in the class together; that is to say, we are both enrolled in the class. Recently, last Monday to be exact, our basement suite apartment was broken into. As this happened last Monday, and we wrote our reflective pieces on Wednesday, the event weighed heavily on both our minds when it came time to write our reflections. Naturally, we both chose to reflect on the event.
Although this may seem like a relatively non-event, what is note worthy is how differently the two pieces turned out. My roommates reflection was, and rightfully so as he had more stuff go missing than I did, an emotional piece which he used as an outlet for his anger and frustration. My reflection, on the other hand, was significantly less emotional, and upon a second read, seems almost distant and relatively detached for a person who was yet to be too far removed from the event. I do not know if this was simply because less of my possessions were stolen, or because I had, in a sense, made peace with event, or even yet a reflection on our general demeanor (although I doubt it, my roommate and I are fairly similar people, in fact, as close to being brothers that two people can be without being biologically joined). The reason, whatever it may be, is irrelevant. Again, what this showed me, as I’m sure it will solidify in your minds, is the fact that reflection is a personal thing, in so far that two people, similar in just about every facet of their lives, can reflect on the same event in their lives, and have the reflection be completely different.
Blog
Sept 19, 2008
We, as a group, had the same goal. We all want to be Elementary School Teachers. When we talked about why we wanted to be Elementary Teachers we all agreed on a few reasons: the ability to connect and make students feel special through recognization, rewards and to encourage creativity.
I remember my Teachers in Elementary School as being more memorable than those at the High School level. Why would that be? I believe that I had a lot more personal connections to my Teachers at the Elementary level because they used two way dialogue as a means of communication. We (the Teachers and I) actually communicated not just as educators with a student, but more on an equality basis as human beings. I would like to experience this special connection with my students and be a Teacher who will have a positive impact and change someone’s life. I believe I can achieve this goal if I show respect, am open-minded and have innovative programs that students can relate to.
Hello,
I really enjoyed reading “The Beggar Maid”. I felt that the story was very true and showed what real people go through in real relationships. What I really liked about this story were the main characters; Munro made sure that she did not give these characters roles to play. There was no hero and there was no villain; she portrayed that there are tendencies of both in each of us.
Rose’s character was very interesting because she was not only put into these roles by people around her, but she was putting herself in them as well. To me, Rose sounded like a bratty teenager because she didn’t know who she was and couldn’t figure out what she wanted. She refuses to take responsibility for what is happening in her life; she believes that she “falls” into the relationship with Patrick and says she doesn’t want to be seen as a damsel in distress but throughout the story she keeps playing that role (eg. trying to make Patrick prove he was stronger). Another aspect of Rose’s character that I found very interesting was how much she blamed Patrick for the problems in their relationship. To me, however, it seems that she is the one to “blame” because she was creating a false image of herself for Patrick because she didn’t want him to know who she really was.
After reading Alice Munro’s “The Beggar Maid” I found myself really identifying with the character of Rose. Munro does an excellent job of creating a character who can be easily related to-especially for university students. I think that there is a little bit of Rose in all of us-or at least in a lot of first year students. It is a common issue for people at Rose’s age (at the beginning of the story) to be concerned with what others think of them and struggle with personal identity and I think that Munro does not exaggerate this quality in any way within “The Beggar Maid”. I know that for myself, it took most of my high school career and at least the first semester of university to realize that what others thought of me was not of any importance; however, I know that I am fortunate to have learned this early . The majority of the population is more like Rose and takes much longer to learn this important life lesson which could be described as a “coming of age”. I also felt after reading the story that Munro does an excellent job of portraying a sense of hope to readers that while they may be struggling with personal identity or other such related issues, eventually things will resolve themselves and they will be able to feel confident in who they are-just as Rose appears to be at the end of the story.
I also think that Munro touches on a really important social issue in her work-the idea that women “need” a man in their lives to feel complete. For some reason, in our society, we perpetuate the idea that the “ideal” life for a woman is to get married and raise a family. While there is absolutely nothing wrong with this situation, for some women, it is not the “ideal” situation for them. Many women are successful and live happy and full lives without a husband or “man” of any description in their lives as Rose does in the story. By Munro bringing this realisation to the forefront with the character of Rose in “The Beggar Made” I think she is making a valuable social statement and reaching out to women, telling them there is more than one option in life and sometimes “taking the road less travelled” is for the best. I really admire Munro for incorporating this issue into her work as I think it holds a valuable lesson for men and women alike: in the end it is better to stay true to oneself and to what lies within one’s heart than to mould to fit societal “norms” and risk a life of unhappiness and resentment.
In this week’s class, I found that being put into groups with individuals who all have similar goals really interesting and exciting. Sometimes when we are thinking about a topic individually, i.e. what qualities in teachers do we admire?, we may limit ourselves to a certain range of ideas. But by being put into a group like we were, we were able to share our own ideas with others and broaden those we previously held. Hearing other ideas also sometimes helps to trigger ideas of our own that we may not have thought of.
As for the teachers I remember most from school… I would have to agree with a few others who have posted as my elementary teachers also bring back the best memories. They were the ones that saw us through those first years of our education…Kindergarten, Grade 1, Grade 2…those teachers were my absolute favorite!! During elementary school I also think we have a greater opportunity to connect with our teachers, whereas in high school and beyond a teacher’s ability to connect is limited to providing material and marking assignments.
It is amazing how many posts have similar themes that I to discovered from our group work last Wednesday. All the teachers we remember the most are not because we received perfect marks from them, nor was it because they were incredibly easy markers. The quality in teachers most admired by students has to be their dedication. Their willingness to teach all students at any time is admirable, whether it is first thing in the morning, at lunch, or to stay later afterschool.
Teachers that take teaching an extra step and turn it in to guiding change lives. Most students have the capacity to learn material, but teachers need to not only regurgitate this information but guide students in different levels of understanding. It may be because school is so much more than a place for academic learning, it houses as an institute for children and adolescents to grow, come of age, create, inspire and be inspired.
So, last class we were put into groups based on our future career plans. my group consisted of three members: Matthew, Jyoti, and myself. As my group started to talk to each other, we discovered that Matthew's career plans were totally different to that of Jyoti and mine. Matthew was interested in criminology and Jyoti and I were interested in business. Nevertheless, we were able to work as a group well and together we completed the first group discussion with ease.
In the group we were asked to read out narrative stories we had just wrote. Jyoti was the first to read her story and she was very relaxed and wrote a good story; following her was Matthew as he was also very relaxed. Finally it came to my turn, unlike them I was shyer; however I started to feel more comfortable and read my story to them. By doing this exercise I believe we as a group are more confident and can speak freely with one another!
Last class we were put into groups with people who shared similar future goals with us. I was put in a group with Jag and Matthew. Jag and I are business majors and Matthew is Criminology major. I do not have any experience with criminology and I did not know what kind of job options were available. Matthew filled me in on this. He told me about how he wanted to work on the border and the process to get there. I was amazed at the test he has to write which requires him to memorize certain pictures and an hour later he is asked questions on the pictures. I have the worst memory; so after hearing this I have a whole new level of respect for people that have to take these tests. Afterwards, I explained to my group about how I wanted to work in a consulting firm after I get my degree. I have wanted to do this after I joined a business club, SIFE, where you consult for actual businesses that need help. This experience has helped me figure out what I want to do in the future.
We also read out loud our narrative story in our small groups. I was really excited to read my reflection about my first day at my current job. Matthew had written about swimming. That was interesting to me because I have never learned to swim my whole life and he is sharing a story about how swimming played a big role in his life. Jag had written a very personal response about the death of his cousin, which I admire him for sharing because I know it must have been hard for him to read out loud. I believe this is a good exercise because I am nervous for sharing my narrative story in front of the whole class so this is good practice!
Last class, I really enjoyed the group discussion that I was a part of. As a prospective educator, I was placed in a group with three ladies who possessed the same aspirations. At first, the discussion was general, as we gave formal introductions about ourselves; the usual repetitive speech that one gives when meeting new people (especially in a classroom setting). It was not until each of us answered one of Sue’s questions that I not only gained deeper insight into who these three ladies were as individuals, but got to appreciate their values as individuals and future educators.
The question which lead to this insight had to do with a value that we would like to posses in our future career paths. For me this question was simple. As a teacher, I want to be able to look past a child’s perceived negative or disruptive behaviour, and discover the root of the child’s outbursts. That is to say, I do not want to react out of anger to what might be considered annoying actions, but out of concern for a child who may be suffering. I explained to my group that this value stems from an experience that I had with my own brother in the school system, as his Ausberger’s (a high functioning form of Autism) went undiagnosed until grade 6 because the majority of his teachers assumed that his outbursts in class were because he was an attention seeking “bad kid”. Finally, in grade 6, my brother had a teacher who recognized his actions for what they really were; symptomatic of his mental disability. As the last to share in my group, I was so happy to hear that all three girls in my group desired to posses the same value as I did when they enter the educational field. It was awesome to hear that in the future, my brother’s situation may become a rarity, as more teachers will enter the field will a caring and compassionate attitude, accompanied by the desire to make a difference in the classroom.
For week Jan. 7, when we read “Along the Frontage Road” by Michael Chabon, some interesting thoughts came up for me while reading of this father’s (adult) experience and how he then relates to his son(child). I was surprised by my own assumptions, the assumptions that instantly judge and typecast people. It happens in an instant, where upon; I just as quickly have to remind myself not to do this. An example of this is in the story where the boy (Andre) is alone in the “Firebird” and the man with him is getting something from under the seat. The main character reminds himself of his assumptions. I jumped to several assumptions that were not necessarily so. As a teacher to be, this has to be avoided. My own experiences shouldn’t limit others but benefit them. The desire to want to help, feel pity for, or wish to create change is a well and good desire but if not approached thoughtfully, carefully and with as little bias and assumptions as possible, an outcome could be disastrous, especially when children are involved.
For the week Jan.14, I was reminded while listening to our groups narratives that we all have diverse experiences. Not one of us has better experiences than the other, just different. I not only can learn to be more reflective about my own life experience but also that shared by others. There is always something to be gained by reflectively listening and sharing with others especially when you are applying shared knowledge towards a common purpose, like teaching. Hopefully you will all walk away improved and inspired, in the very least more knowledgeable than you were.
For last week’s group discussion, I was in a group with students who, like me, are also business majors and I found it interesting how the subject of our narratives could vary by so much. Like Mike said in his post above, it made me realize how personal this course may be. My group members wrote about things that happened to them recently while I went on an entirely different path and talked about how I got lost when I was 5. Usually when this happens, where what I talk about is completely different from everyone else, I think that I screwed up, but I realized that in a reflective writing course there is no right or wrong answer because the basis of this course is yourself.
Like others in this class, my fondest memories of school have also come from my elementary school teachers. My elementary school teachers played a major role in making me who I am today. Not only did they teach me how to read and write but they also taught me how to become a better person. The reason why I want to become an elementary school teacher is because I was inspired by the teachers who taught me, and I want to be able to pass on what they’ve done for me to the next generation.
It isn’t always easy to get in to a group with people you don’t know and start sharing things about yourself, at least it isn’t for me; However, during the last class, we were put in to groups based on our academic interest and career goals. Surprisingly, I found that while discussing the questions regarding admirable things that teachers do, we all agreed with one another and our ideas even overlapped. We supported each other’s ideas and tried to build on the comments that one another provided. We all agreed that teachers who are willing to spend extra time, out of their daily class hours, just to help out students is something that we should all look up to.
At the beginning of the group meeting, we did not feel comfortable enough to share our narrative, but we did briefly talk about what we wrote. I was really surprised to find out that another girl in the group also participated in an Exchange Student program that I had been in before. I was really excited because other than friends that I made abroad, I have never heard of any one being in that program before. We also heard other inspiring stories from the rest of the group and I felt that it was a great way for all of us to learn and reflect on our thoughts. It was also great to get feedback from people about the content of my narrative. As this is the first time that I am writing personal narratives, I really needed some comments and opinions. I hope that by continuing to get in to groups to discuss class material and talk about our personal reflections will help me gain more confidence in sharing my ideas and personal narratives with others.
I really like the idea of how our groups were made based on what our future goals are academically. I was actually planning on doing co-op in the upcoming fall semester and it was very helpful to know that another individual in my group had already done it. Although the idea of co-op is a little scary and intimidating, she encouraged me to do go for it and not worry too much because it is very rewarding, In addition I enjoyed listening to everyones narratives and even though we were sort of shy at first, we all encouraged each other and gave positive feedback which made all of us feel more comfortable.
Reading some of the responses, I noticed many of us really connected with our elementary school teachers the most. I also feel that I connected with my elementary school teachers the most because in high school and post secondary, it is more about your academic learning and grades. It is kind of difficult to get to know your teacher better as well as other students since the class size is much larger and you only see one another usually once or twice a week. In elementary school you basically grow and learn together and you are with the same group of people for a whole year so you get to connect with everyone and get to know your teacher as a person. One of my favourite teachers that really seems to stand out to me was my third grade teacher who had decorated her class with everything from the Garfield show (the orange cat). I mean it made her class so much more fun and exciting because her classroom felt so inviting and fun. Simple details like this can really change the way one grows as a learner!
Ok. Last class Andy, 2 other people, and I were grouped together and the 2 didn't show up. Since Andy and I both knew each other from SIAT program, I decided to read "Along the Frontage Road" again because apparently I missed the whole "story" about Kate..
I had to read “Along the Frontage Road” a couple of times to understand the story. It is a beautifully written piece of work. The author spent most of his time setting up the scenery, tuning the story, and sculpting the characters to indirectly supply us with the mood and message. It hit me as I was reading how detailed the descriptions are. Such as when the narrator’s father was carving a pumpkin, “…scraped clean the pale interior flesh with the edge of a big metal spoon.” I thought to myself if I had written it, I would have neglected the words pale and edge, but just by adding these two words the author is able to take the description to a new level. The story is a little complicated, the author interlinked the three children Andrei, Nicky and Kate to convey a sense of wronging the father is feeling towards his child Kate. The author hides the story of Kate within the main plot, but he is able to brilliantly use the other characters to help us convey the father’s guilt towards her. From the story we know that Kate was a 17 week old baby that died in her mom’s womb by abortion. Through meeting Andrei and Nicky picking a pumpkin the father ultimately realizes that although he can try to prevent the hard fate of Kate there was nothing he could have done. Just as he said, “when the world we have created came to strap him to a table, I could only stand behind the doctors and watch.”
After reading “The Beggar Maid,” at first was hard to understand what the story was about until I re-read it again the second time. I thought the second reading was harder to interpret as to compared to the first story “Along the Frontage Road”. After we had our self-reading sessions, we were assigned to groups that shared similar interests with each other. Because two of our group members didn’t show up last class, our group wasn’t able to discuss much on the reflections of the stories and I look forward to meeting them next class!
I thought “The Beggar Maid” was a bit confusing because the time period shifts through out the story in which I didn’t catch onto when I’ve read it the first time. The second confusing part was to not understand why Rose changes her mind all the time throughout the story and blame things on other people and only accepting and taking credits to the compliments she receives. From the actions of Rose’s doings, my first impression of Rose was that she was an irresponsible person and create images of herself that she wants other people to see her as, compare to who she really was. After much thinking some thoughts in my head, I thought that maybe Rose wasn’t such a bad person after all, it was just that she didn’t know who she really was. Rose created images of herself for others to see as a way to ‘discover’ who she was and that was not how she felt about herself, so she changes again and again. This process and way of acting to create images of herself was Rose’s self-development progress as to growing up and accept who she really was. Rose’s actions somewhat portrays teenagers as to how they change their style and how they act as they grow; eventually they will be comfortable being who they are, stays that way and that will be their true personal identity.
I really enjoyed getting together in groups with people who are going to be teachers as I am. I was very impressed with my other group members’ narratives and how personal they were. I felt like I was getting the inside scoop or a snippet of a real life experiences. We took turns reading out our narratives. I was all of sudden pretty nervous. At first I didn’t understand why but later as I was reflecting on the class I realized that I don’t often share narratives about my own reflections or life experiences. I can get pretty nervous when talking to a large group of people but had not had the same experience in a small group setting. But all my small group activities in the past have been analyzing other people’s writing or looking closer at a passage of work or having discussion about specific questions. I don’t look at my past often enough and share it with people I have never met before.
I realized while doing this assignment that all things in our past shapes the way the future plays out and upon reflection it is clearer how the present day experiences have played out!! I know that to be an educator means to constantly evaluate the good and bad within circumstances to make future circumstances better. By looking at the past I found my future will be better because of it!
I found my group in class today to be a good experience. When discussing what someone in the field we are studying inspired us, we all came up with the same conclusion. We were all inspired by someone who did more than they had to do to help others.
When I become a teacher I want to help others like that. The person that inspired me the most was a teacher my brother had. She had students that did not complete their work to stay after class until it was completed. Then students started to stay to complete their homework assigned that day. The students found that it was easier to get their homework done right after class and not having the possibility of forgetting it that evening. This teacher did not have to stay an extra couple of hours every day to help the students but she did. I want to do the same and help my students anyway I can.
I thought that being separated into small groups of people with similar interests was a great way to not only meet new people in the class, but also was good to find out what everyone else in my field of study had to say about different classes they had taken. Being in a group of other business students, we talked about what each of us wanted to do when we grew up, what it might take to be successful in each of our fields, and how difficult it is to become a CA (Chartered Accountant). I never really had any desire to be a CA, but thought it might be an option if all else fails for me in business. But after hearing some of the horror stories about what accountants really have to do, I’m not sure that accounting is for me.
I also found that being in a smaller group made it easier to discuss our narratives. Usually I am pretty good at public speaking and doing class presentations, but that is only with polished and revised work. My on the spot narrative was far from perfect, and I don’t think I would have been very confident in it reading it out to everyone. We didn’t read our narratives out loud in our group, but we told the main ideas from everyone’s stories and this was a good way to start our discussion between the four of us. It served as a good icebreaker for all of us and I thought it was a much better way to tell my story than reading my sloppy piece at the front of the class.
I really enjoyed our class when we got into groups with other people who intend on moving toward the same life as I am. I also enjoyed hearing their summaries of their own narratives; its great to hear other peoples stories. I look forward to getting more comfortable with my group and being able to discuss exactly how I felt without being uneasy of what they will think.
I also believe that it is a great idea to discuss our writing inside our groups because of the opportunity it gives us to make us feel more confident and ready for when we have to read one in front of the class. In addition, it provides a more positive learning environment because it is just easier to learn this way rather then just reading it from a book and it gives opportunity to show different perspectives rather then just what you consider. Furthermore, I consider the blog entry every week a great way of reflecting on what we learned in class and helps us further grasp the concepts other people want to discuss.
Last class we spoke of an idea of coming of age. Coming of age describes the time in life when an individual realizes self-purpose, understanding for living, and who they truly are. This idea is extremely useful in our group because everyone in the class has gone through it, or at least begun to experience it.
At the time I didn't think anything of it, but Susan used this lesson to set up the reading of The Beggar's Maid by Alice Munro. Rose, the main character of the story is from a small town and her family does not have very much money. This ultimately leads to a lack of confidence when Rose travels to University and becomes emotionally involved with a wealthy man named Patrick. This sense of insecurity is revealed wonderfully in the scene in which Rosa goes to visit Patrick’s family in western Canada. Rose is obviously nervous about this trip, as she feels inadequate being around upper-class folk, something out of her comfort zone. In order to prepare herself for this trip Rose goes on a shopping trip to improve her wardrobe, as she wants to fit in with Patrick’s family right away. However, Rose growing up far away from fashion has no idea what clothes to buy, which is made clear by Munro labeling her choices in clothing far from flattering.
I focused on this example because I felt that it was a significant moment in the story where Rose was searching for her own identity. There is no doubt that this experience helped Rose learn something about herself, which eventually resulted in her coming of age near the end of the story.
Patrick wrote:
January 17, 2009 (Posted way late as I just got blog access)
So, this last class was my first one, as I was waitlisted/snowed-in for the first installment. Having never taken an education class before, I did not really know what to expect. The dynamic is very different from what I was anticipating, though it is interesting. This level of discussion and group work is not something I have engaged in in a very long time.
The story about Patrick and Rose was really good, though I enjoyed the first half more. I was vividly reminded by it of the degree to which the decision-making process is warped by our perspectives on reality. Especially the bits where Rose reflects on how her scholarship is indicative of her poverty, all but ignoring what an accomplishment it is, stuck with me. The narrator does a great job at establishing the ways that growing up in different places, cultures and times shape us. Contrary to this, I pretty frequently catch myself assuming the opposite, that we all have basically the same lens through which we make decisions.
I was not as big a fan of the second half, and not just because it was so tragic. I thought the author began to concentrate a bit too much on Rose’s character and, in doing so, lost some of the sharpness of the early bit of the work. Additionally, things began to take on too prescriptive a feel. I’m not sure that I appreciated/agreed with the way the narrator constructed the story to make it seem as though Rose was predestined to marry and then divorce Patrick.
My first attempt at a narrative went alright, and I think having heard three group members read theirs was helpful as well. Still, it seemed more like I was simply recording a situation and the reflections I had on it, rather than actually reflecting on it. Maybe I need to concentrate more on recent events in future narratives.
Wednesday’s class was interesting in that I got to meet a few more new people which was nice and we had similar interests as to what we wanted to get out of school. Also, Sue very kindly explained to us what a narrative sounds/looks like which will help when it comes time to writing our own. We then practiced writing our own narratives for a while. Next we read a long story, “The Beggar Maid”. This story was much different than the first story, but I enjoyed it. I really like the personal development of Rose’s character. She could have used some parental guidance from Dr. Henshaw, but she ultimately discovered what was best for herself in the end.
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