Ebook Download Becoming Laura Ingalls Wilder: The Woman Behind the Legend: Missouri Biography Series

Ebook Download Becoming Laura Ingalls Wilder: The Woman Behind the Legend: Missouri Biography Series

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Becoming Laura Ingalls Wilder: The Woman Behind the Legend: Missouri Biography Series

Ebook Download Becoming Laura Ingalls Wilder: The Woman Behind the Legend: Missouri Biography Series

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Listening Length: 11 hours and 30 minutes

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Audible.com Release Date: October 4, 2013

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Language: English, English

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Miller pretty well refutes the contention that Rose Wilder Lane ghostwrote the "Little House" books. There is no question that she edited her mother's manuscripts, and without her connections in the publishing industry there is a good chance the books might not have been published at all. However, the books were and are Laura's.It's also important to remember that the "Little House" books only cover Laura's life up to her marriage, and that she in fact lived less than 15 years in DeSmet. She spent the remaining 63 years of her life in Missouri. I always thought that Missouri was an odd choice of destinations, but there in fact were compelling reasons for the move, and Miller does explain them.Some have criticized this book because they feel that it almost becomes a biography of Rose Wilder Lane about halfway through. A more careful reading gives an explanation for why this seems to be the case; Rose left massive amounts of personal archives, letters, and other documents when she died. On the other hand, Laura ("Mama Bess")left very little of this kind of information behind, and were it not for Rose's archives there would be even bigger gaps in the narrative. Miller does mention that a roomfull of possessions left behind in Laura's parents' home in DeSmet was discarded by the new owners of the house, and it's just possible that some of her letters were lost there.If some people wish the book provided more in-depth detail about Laura's life in Missouri, then they should also wish for even more information about Almanzo. At the end of this book we know only a little more about him than we did at the end of "The First Four Years." He was apparently a man of few words, either spoken or written, so he largely remains an enigma. What little we do know about him comes from either Laura or Roses's writings.One thing we do learn is that Laura never lost her pioneering spirit. In 1925 she, Rose, and a good friend of Rose's drove all the way to the West Coast from Missouri. A transcontinental auto trip in 1925 was still a major adventure, and even more remarkable when undertaken by three women. An account of this adventure surely would have made for good reading, but apparently neither Laura nor Rose thought of it.This has been something of a rambling review, so I will conclude that Miller did very good work, and that any true fans of Laura Ingalls Wilder or her daughter would do well to read it.

I read this and William Holtz's biography of the daughter of Laura Ingalls Wilder, Rose Wilder Lane, "The Ghost in the Little House," in tandem, hoping to find a bit of truth about Laura somewhere in between. Unfortunately, John Miller's "Becoming Laura Ingalls Wilder: The Woman Behind the Legend" is hampered by the same difficulty that has hindered other would-be biographers of Wilder: she left very few records, so Miller is forced to rely heavily on the extensive records left by Lane. Miller is also, unfortunately, a rather plodding writer who fails to bring the new information he has uncovered to life. At least, to his credit, he does not engage in a lot of wild, unsupported speculation about what Wilder must have said, done, and thought.Some of the details this biography covers that were missing from the "Little House" books --which are historical fiction, intentionally so--were known long before Miller wrote his book. For instance, most enthusiasts are aware that "Little House in the Prairie" is based on family stories rather than Laura's own memory since at age 3 she was too young to have recalled her family's brief move to Indian territory around 1870, and that the Ingalls family worked at a hotel in Burr Oak, Iowa, for a time, where her brother Freddie was born and died as an infant. Because Wilder left so little of a trail, Miller is reduced to reporting census data, Chamber of Commerce publications, and contemporary newspaper accounts of Laura's club meeting attendance in Mansfield, Missouri, to fill his pages. We do learn that Laura ran for public office once, unsuccessfully, and that she and Almanzo shared Rose's opposition to the New Deal. The last part of the book shifts focus to Lane, not because another biography of Lane was needed after Holtz's work, but because that seems to have been the information available to Miller. I did not feel like I learned much about "the woman behind the legend" and will wait, probably in vain, for a better biography of LIW. Meanwhile, I can always re-read the "Little House" books.

I would expect that the well known author Rose did help her mother with the editing of the Little House books.Because Laura Ingalls Wilder left very little written material behind of a personal nature, we do not get to know her as well as her daughter Rose. Rose wrote many letters to people complaining of her Mother but we do not see Laura's side of this relationship. There usually are two sides to every story. We also know almost nothing about Almanzo. Except for the some what humorous account of his driving lesson from his daughter. Rose seems to be suffering from some sort of depression which worsens when she goes back to the farm according to her letters. Rose even suspects she has manic depression. She may well have. There was no treatment for it back then and very few psychiatrists at all. I also suspect that Rose hated living on the farm with her parents and this caused the depression. She was being the good daughter. By helping Laura with the Little House books she insured that her parents would live well in their old age. By listening to her Mother's stories, she would be inspired to write pioneer stories of her own. The book is quite informative. Rose gets a letter from her Aunt Carrie requesting any garments that she might be going to give away. This gives you a hint into the plight of Carrie as she grows older. None of the books I have seen address exactly what happened to Mary in the 4 years between her mothers's death and her own. We know Mary was visiting Carrie when she suffered her fatal stroke. However of all the books I have read on Laura and her family, I feel this book gave me the most information. It is well researched and well worth reading. It even mentions a few place Laura visited like Universal studios in Hollywood, California which were not mentioned in any other biographies I read. I would recommend this book to any fan of Laura Ingalls Wilder or Rose Wilder Lane. It was most informative.

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File Size: 1292 KB

Print Length: 126 pages

Publisher: Rowman & Littlefield Publishers; first edition (March 26, 2010)

Publication Date: April 1, 2010

Language: English

ASIN: B004E8N51K

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Educational Economics: Where Do School Funds Go? by Marguerite Roza was an excellent read for someone trying to get a grasp on school funding. It is a great start to the process of funding schools. The book discusses in depth where schools’ money comes from and the politics involved on all levels that affects the funding. The book even breaks it down on school-by-school basis within no particular districts talking about the different levels of politics that play into which school gets which amount of funding within the district. It talks about the different political aspects from the school board level, to the local municipalities, to the state and federal levels. Roza even talks about how the local governmental agencies can have a significant effect on potentially positive impacts from the state and local levels.Equity is also a considerable concern. When it comes to school funding, the unfortunate reality is, is that there is not a lot of equity between districts, or between schools within a district. The more affluent schools typically get more funding within districts, while the opposite is also true. The reason being is simply because of teacher allocation. The more affluent schools within districts have more experienced higher paid teachers, while less affluent schools do not. At the end of the day, the individual schools do not have much say in their spending and where it goes. Roza advocates that schools should have more authority over their spending per pupil. Too many decisions are being made at the state, federal, and local levels, taking decision-making capabilities away from the individual schools.Because of the inequity in schools, the current finance system is always under scrutiny. In the book, Roza talks about the different ways to try and “fix” the problem. She discusses possibilities of change from an adequacy and efficiency perspective, but the main focus that Roza discusses is trying to find a way to bring funding decisions back to the school level. Who knows what a school needs better than the individuals working and providing for students within that individual school.Overall, Educational Economics was a great starting place to read about what actually happens to school funding. It is a good overview of the funding system from a more critical viewpoint taking a look at what is wrong and why it is wrong. The other really good thing about this book is that it is easily understood. A reader does not need to have a deep understanding of school finance to understand was Roza is talking about.

Where Do School Funds Go? By: Marguerite Roza, was very informative for someone wanting to indulge in educational financial economic insight, yet devastatingly a surprise as to the ineffective control the actual school holds, from an educational spending and productivity lens. Much of the chapters provided research on the above mentioned topics, and brought the audience into deeper issues on education spending as they deployed across districts, schools, classrooms, and most impacting, students. The author’s analysis of fiscal policies and their implications for resources at school and classroom levels have prompted changes in education finance policy at all levels in the education system. However, there is no definitive statement of “the problem.”Education Finance has long been a topic of public debate and through this book there was an underlying theme of more questions to be resolved then answers clearly given. Schools are producing at best only slightly better results than three decades ago. As the book states while the road map to change is not a clear one, the endpoint can be defined, being if public education is to accomplish goals that have never been met before, educators must search for new ideas, try out new models of teaching and learning, and always be ready to abandon a less productive practice in favor of a more effective one. A finance system based on these design specs can achieve these objectives (p.99)Education finance headlines almost never include schools, and that’s a problem. Schools are where the learning occurs, not at the district headquarters, at the state capitol, or in federal agencies. We need to make sense of this, and think about the effect of America’s education finance system on schools. The reality as explained in the book, is that for most schools, they have little if any input how resources are used in their schools (p.63) Federal and state policies are designed to hold schools accountable for student performance, yet decisions about resource use are mostly made anywhere but at the school. Instead, resource decisions are determined by federal, state, and district officials, with influence brought to abide by powerful labor unions, voter groups, and other special interests. The Author did a wonderful job of capsulizing this notion that with so many cooks, it is no wonder that the pot is so unsavory. In effect, the education finance system operates without any locus of control. To this extent, school leaders are dealt a deck that makes it impossible for them to decide anything of relevance, and yet the accountability system aims to measure student progress school by school. Decisions about resource use, including staff assignments, programs, and service delivery models, are all imposed by forces outside the school. What reaches the school is inequitable, thus further rendering school-based accountability meaningless. The resources are provided in ways that prohibit a coherent, efficient strategy for improvement (p.71)In my opinion I echo the sentiments of the author that for the immediate future, policymakers must recognize their hand in the current ineffective financial model. Further, they must seek progress toward a more highly functioning model, not by imposing new constraints but by figuring out what their role should be in a redesigned system. We need to keep reverting back to the flawed system that we currently operate in and look to revamp, and recreate, and in most cases a complete overhaul a finance model that benefits all parties, with the major emphasis on closing the student achievement gap.

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