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Speaker 1: Brought to you by the reinvented two thousand twelve Camray.

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Speaker 1: It's ready. Are you welcome to Stuff Mom Never Told You?

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Speaker 1: From House Stuff Works dot Com. Hello, and welcome to

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Speaker 1: the podcast. This is Molly and I'm Kristin. Kristin, You

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Speaker 1: and I are just one of the mini podcasts in

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Speaker 1: the House Stuff Works family. There are many, indeed, you

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Speaker 1: should listen to all of them because they're all great. Um,

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Speaker 1: but we're gonna talk about one project of the Stuff

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Speaker 1: you Should Know podcast. Yes, Stuff you Should Know, hosted

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Speaker 1: by Josh and Chuck. They got back from Guatemala and

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Speaker 1: they just put out these two podcasts about their time

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Speaker 1: in Guatemala, what they saw, what they learned about the

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Speaker 1: situation in the area, and also the work of this organization, uh,

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Speaker 1: the Cooperative for Education, which we're gonna call co ED

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Speaker 1: for the rest of the podcast. UM. That's an organization

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Speaker 1: that works with children to give them the education that

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Speaker 1: they need to break out of the cyclop poverty. Right

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Speaker 1: because in the States, you know, we think it's pretty

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Speaker 1: common for you know, kid turns five, six, he goes

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Speaker 1: off to school and then eighteen years not eighteen years later,

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Speaker 1: you know, and then and then we go through school,

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Speaker 1: we graduate, go to college, whatever. It's a natural part

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Speaker 1: of life in the States for a lot of people

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Speaker 1: in Guatemala not the case. And so the work of

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Speaker 1: co ed is is very important to try to reach

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Speaker 1: out to these kids. Get them textbooks, get them libraries,

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Speaker 1: get them computers, all things that we take for granted

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Speaker 1: in the States. And Molly and I wanted to follow

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Speaker 1: up on the two really great podcasts that Josh and

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Speaker 1: Chuck just put out about UM their time in Guatemala

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Speaker 1: and the work that co ed is doing, because we

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Speaker 1: wanted to focus in on what's going on with the

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Speaker 1: girls in that country. And it really draws upon some

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Speaker 1: other podcasts we've done. Chris, We've done a lot of

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Speaker 1: podcasts that talk about how education is the key uh

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Speaker 1: for eliminating poverty and may developing countries, and I feel

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Speaker 1: like we've always sort of talked about that in the

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Speaker 1: abstract UM, and now we have this really great case

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Speaker 1: study we can look at in terms of Guatemala about

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Speaker 1: how you can really take a situation that's not great

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Speaker 1: for a lot of women and girls, give them the

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Speaker 1: education and see how those problems can change with education. Yeah,

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Speaker 1: and especially again like when when you when research shows

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Speaker 1: over and over again that when you really target girls

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Speaker 1: in the developing countries, it can have just enormous ripple

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Speaker 1: effects throughout the entire society Somali. Why don't we just

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Speaker 1: dig in a little bit too stats to give people

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Speaker 1: an overview of the situation for girls in Guatemala, Because

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Speaker 1: while education is not entirely accessible to both boys and girls,

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Speaker 1: for girls, it's a lot less common for them to

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Speaker 1: go to school and extremely uncommon for them to actually

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Speaker 1: finish school as we would think of in the States. Right,

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Speaker 1: So let's talk about you know, sort of let's get

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Speaker 1: the sad stuff out of the way, because as I think,

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Speaker 1: what happens in this country is you hear about all

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Speaker 1: these problems and you don't know how to address them,

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Speaker 1: and at the end will show you how you can

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Speaker 1: actually address them by helping girls get more education. So, um,

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Speaker 1: let's talk about the situation for women in Guatemala. Yeah,

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Speaker 1: so just in terms of education, Um, the average years

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Speaker 1: the kid will go to school who lives in a

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Speaker 1: rural indigenous indigenous community in Guatemala is only one point

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Speaker 1: two years for girls, and that's compared to eight years

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Speaker 1: for urban non indigenous males. UM and then in primary school.

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Speaker 1: It's actually one of the few countries in Latin America

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Speaker 1: where fewer girls will complete primary school than boys. And

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Speaker 1: part of this is just because parents sometimes can't afford

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Speaker 1: to send all of their children just school, so they'll

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Speaker 1: send the boys but not the girls. They might keep

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Speaker 1: the girls home to do the cooking, the cleaning, and

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Speaker 1: you know, they just don't realize that what they're doing

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Speaker 1: is they're sort of cutting off all the future money

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Speaker 1: making opportunities these girls might have. Exactly because UH statistics

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Speaker 1: has shown that the females who will complete a secondary

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Speaker 1: education will earn fifty more than they would with no education,

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Speaker 1: compared to males who complete secondary education would earn twenty

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Speaker 1: seven percent more than they would. So that's kind of

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Speaker 1: one example of why UH you hear over and over

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Speaker 1: and over again that educating girls yield such a greater investment,

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Speaker 1: not to say that boys don't need education as well,

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Speaker 1: but um, you know, you get more, you get more

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Speaker 1: r o I if you will return on investment. But

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Speaker 1: it's more than just money making. It also has a

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Speaker 1: tremendous impact on the health of a country. When a

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Speaker 1: woman only has limited access to education. Uh she has

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Speaker 1: a higher chance of dying in childbirth, her children have

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Speaker 1: a higher mortality rate when their children, and it affects

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Speaker 1: Guatemala's malnutrition rate, which is, you know, just awful in

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Speaker 1: comparison to the other Latin American countries. It's the worst

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Speaker 1: in Latin America and the fourth worst in the world.

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Speaker 1: And so this is another example of how when you

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Speaker 1: give a child education, they have more money to pay

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Speaker 1: for the food, to improve their health, to buy medicines,

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Speaker 1: things like that. It's it's more than just making sure

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Speaker 1: they're set up for a career. And I think it's

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Speaker 1: worth noting too, it's the malnutrition issue. Um even though

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Speaker 1: Guatemala is chronic malnutrition rate is the worst in Latin America,

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Speaker 1: it isn't because it is the poorest country. It's not

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Speaker 1: a per capita it is not actually the poorest country

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Speaker 1: in Latin America, but it has a worst malnutrition rate, which,

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Speaker 1: like you said, it ends up affecting these girls more

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Speaker 1: because it stands their growth more than boys, and then

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Speaker 1: of course will affect reproductive and maternal health. Uh So,

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Speaker 1: I think that that is one indicator of the complex

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Speaker 1: problem that that might be linked to education once again.

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Speaker 1: So now we talked about the parents pulling the children

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Speaker 1: out of school so that they can cook, clean and

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Speaker 1: sometimes you know, they just have to put them to work.

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Speaker 1: Guatemala has one of the highest rates of child labor

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Speaker 1: in the world. A number from UNSEEP shows the tw

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Speaker 1: children young people between the ages of seven and sixteen

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Speaker 1: are part of the country's labor. For worse, we're often

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Speaker 1: working in unsafe conditions. H So if you know, if

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Speaker 1: child labors are kind of certain of yours, it all

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Speaker 1: goes back to this idea of educating girls. And I

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Speaker 1: think only one thing that we haven't mentioned that might

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Speaker 1: also give people a better idea of of why the

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Speaker 1: social situation is going on and why there's such a

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Speaker 1: dire poverty and malnutrition. Guatemala was engaged in a thirty

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Speaker 1: six year civil war and UM the U N sponsored

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Speaker 1: Commission on Historical Clarification, estimated that as many as two

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Speaker 1: d thousand people were killed. And those numbers are even

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Speaker 1: spotty because a lot of people, UM were actually what's

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Speaker 1: called disappeared during the civil war, in which they you know,

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Speaker 1: just literally disappeared. I mean they were probably captured and killed.

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Speaker 1: But UM even still the country is kind of having

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Speaker 1: to dig its way back out of you know, I mean,

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Speaker 1: imagine almost forty years, four decades of civil war. I mean,

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Speaker 1: it's it's a pretty huge issue. And you know, Christy,

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Speaker 1: when I was reading about this civil war, UH, came

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Speaker 1: across something very heartbreaking, but certainly not limited to Guatemala

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Speaker 1: in any respect, is the use of rape and violence

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Speaker 1: against women as an instrument of war, as a way

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Speaker 1: to intimidate people in villages and to dominate the people

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Speaker 1: you're trying to, you know, fight. This idea of raping

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Speaker 1: the women and committing violence against them has continued to

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Speaker 1: this day. There have been high numbers of women murdered

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Speaker 1: every year since the civil war ended. And uh, it's

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Speaker 1: it's really a big problem, this violence against women. The

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Speaker 1: Guatemala Human Rights Commission traces it back to this war

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Speaker 1: in terms of sort of institutionalizing this idea that women

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Speaker 1: are your equal, that you don't have to treat them

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Speaker 1: with that sort of respect. And so I think that again,

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Speaker 1: you know, they've done these studies about educating girls for longer,

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Speaker 1: and when boys see girls in the classroom for longer,

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Speaker 1: they have more respect for them. So it's that might

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Speaker 1: seem like such a silly comparison to make, but just

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Speaker 1: by keeping a girl in school longer, you learn that

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Speaker 1: you know they're your equals in some respect. Well, and

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Speaker 1: I think that also brings up an important issue as well,

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Speaker 1: which is early marriage. Um. According to a two thousand

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Speaker 1: four UN report, twenty six percent of girls in Guatemala

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Speaker 1: between fifteen and nineteen years of age where either married, divorced,

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Speaker 1: or widowed. And the interesting thing is, according to the

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Speaker 1: country's family code, the minimum age for a girl to

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Speaker 1: get married is fourteen years and she has to have

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Speaker 1: parental consent if she's under eighteen, unless she has a

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Speaker 1: child or she's pregnant. And one thing kind of linked

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Speaker 1: to all of that is we found out that up

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Speaker 1: until two thousand six, a rapist could be exonerated if

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Speaker 1: he promised to marry his victim. Okay, so there we go,

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Speaker 1: unless she was under twelve years old. I mean, those

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Speaker 1: laws have been somewhat tightened since then. But um, kind

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Speaker 1: of like you said, I think that it feeds into

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Speaker 1: this cycle of devaluing women and violence against women because, um,

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Speaker 1: because the laws have been so loose, especially in terms

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Speaker 1: of uh prosecuting rapists and actually making it a punishable crime, right,

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Speaker 1: And so I think that's where we get stuck Christian

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Speaker 1: in this vicious circle, and that you know, women never

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Speaker 1: get that respect because they are you know, so devalued.

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Speaker 1: For example, sexual exploitation of girls. Sometimes it's the parents

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Speaker 1: selling their own daughters into this lifestyle because they need

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Speaker 1: the money and because you're raised to think that, you know,

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Speaker 1: the girl is not valuable for anything else. Right, especially

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Speaker 1: in um, the more urban centers in Guatemala, it's the

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Speaker 1: kind of child sex trafficking is more common. And according

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Speaker 1: to Unit stuff, a statistics that we got was an

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Speaker 1: estimated two thousand guatemal And children being sexually exploited and

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Speaker 1: the law has been doing little to protect them. So again,

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Speaker 1: just to hammer home this idea about educating girls, is

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Speaker 1: if the girls in school and has this promise of

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Speaker 1: having a career one day with the skill she's learning

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Speaker 1: in school, perhaps there's less of a chance that her

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Speaker 1: parents will feel the need to do this um. And

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Speaker 1: also then she too is saved from an early marriage

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Speaker 1: from having children very young because she's in school preparing

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Speaker 1: for her future career. Right. And uh, I mean obviously

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Speaker 1: at this point we've painted a pretty pretty grim picture

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Speaker 1: I think of of what's going on in Guatemala. But

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Speaker 1: just to reiterate what you've said, the kind of tangible

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Speaker 1: benefits you'll see from educating girls, and this is shown

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Speaker 1: in case study after case study, is that you have

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Speaker 1: reduced rates of fertility because, for instance, according to US

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Speaker 1: said UM, half of Guatemalan women have a child before

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Speaker 1: the age of nineteen and have two or more children

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Speaker 1: by their eighteenth birthday, and then by their early thirties,

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Speaker 1: many women have given birth to seven or eight children.

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Speaker 1: And if you're you're caring for a family of eight

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Speaker 1: or ten, you know, and when you're in dire poverty,

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Speaker 1: I mean, what are you going to do? Obviously, education

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Speaker 1: is probably gonna be one of your last resorts, especially

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Speaker 1: if you're in one of these rural indigenous communities where

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Speaker 1: you know, there's not a wool in every corner there.

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Speaker 1: It's not easy to get textbooks or get in front

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Speaker 1: of a computer. And so I think that's where we

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Speaker 1: can kind of come back to the importance of groups

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Speaker 1: like co ED that is filling that gap, that is

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Speaker 1: going in and and providing those resources for these people

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Speaker 1: who otherwise wouldn't have it because it's not going to

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Speaker 1: be a priority. The priority is, you know, putting food

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Speaker 1: on their table and somehow getting by from day to day.

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Speaker 1: So we've done a few podcasts are we'll talk about

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Speaker 1: all these problems and then we'll say education can fix this,

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Speaker 1: because it does X Y and Z. Now this X

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Speaker 1: Y and Z Molly that you're referring to comes from

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Speaker 1: USAID and it's pretty great stuff. I mean, studies have

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Speaker 1: shown that educating girls will improve the health and survival

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Speaker 1: rate of infants and children. Uh, it reduces the rate

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Speaker 1: of fertility and greater use of modern contraceptive methods. You

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Speaker 1: also obviously have higher rates of school attendance, attainment and

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Speaker 1: completion in the next generation. Like you said, we it's

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Speaker 1: all about breaking that the cycle, and the women are

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Speaker 1: keys to that because they have the most influenced over

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Speaker 1: their children in the home. UM. And then we also have,

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Speaker 1: as r Z our number four um the improvements in

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Speaker 1: the status of women within families, the local community, and

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Speaker 1: the political arena. So, I mean, it's just it's huge

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Speaker 1: ripple effects not only within these girls lives, but also

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Speaker 1: within their families, to the community, to the entire country.

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Speaker 1: So bearing in mind that that girls only get that

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Speaker 1: one point two years of education in Guatemala, let's talk

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Speaker 1: about how this organization co ED is going in and

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Speaker 1: trying to change that and keep the girls in school

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Speaker 1: and give them the resources they need to make money

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Speaker 1: for their families to break the cycle of poverty. Let's

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Speaker 1: talk specifically about how their programs accomplish that. Yeah, because

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Speaker 1: as Americans, we might think of we hear the mantra

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Speaker 1: of like, yeah, stay in school, you know, like it's

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Speaker 1: just something easy to do. But in Guatemala that is

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Speaker 1: that is much much easier said than done. So co

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Speaker 1: ED again, we learned about them through stuff. You should know.

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Speaker 1: They have these programs that prove education in the hopes

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Speaker 1: of them improving everything else, big ripple effect. Their main

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Speaker 1: programs are providing textbooks uh to middle schools in the

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Speaker 1: rural areas who otherwise wouldn't be able to afford them. Basically,

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Speaker 1: COED will go in and buy the textbooks and then

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Speaker 1: the students will pay small fees to use them, which

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Speaker 1: makes the program sustainable because in the community can go

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Speaker 1: and buy the next set of textbooks when they need it. Right,

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Speaker 1: Because I think we should point out to that the

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Speaker 1: country is so poor that they don't have some kind

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Speaker 1: of tax base that the government can go in and

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Speaker 1: pay for these books. And the same with the computer centers.

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Speaker 1: Uh COED will go in and buy computers so that

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Speaker 1: children can learn the skills are going to need in

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Speaker 1: this economy to have an entry level job which requires

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Speaker 1: computer use. Uh COED buys the computer and then the

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Speaker 1: students pay again a small fee that's affordable for them

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Speaker 1: to use the computers to learn basic you know, word processing, spreadsheets.

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Speaker 1: They provide scholarships for young people, and you know, we've

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Speaker 1: read a lot of antidotes about how co ED will

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Speaker 1: go to parents and say, you know, they the parents

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Speaker 1: might just want the scholarship for the boys, but they'll

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Speaker 1: show them, oh, you know, the girls need this scholarship.

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Speaker 1: And I think one thing we've got to talk about, Kristen,

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Speaker 1: because we've done so many podcasts about the books that

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Speaker 1: really influenced us when we were young girls, is this

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Speaker 1: culture of reading that co ED works to foster in

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Speaker 1: these small commutes, these girls who have never seen books,

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Speaker 1: which sounds so alien to us who have talked for

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Speaker 1: you know, hours about the Babysitters Club and Nancy, Drew

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Speaker 1: and Ramona and all that. They'll take sometimes those first

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Speaker 1: books that those girls ever see, and teach them, you know,

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Speaker 1: about a love of reading and build these little mini libraries.

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Speaker 1: And that, to me is sort of one of my

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Speaker 1: favorite aspects of what co Ed does, is fostering that

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Speaker 1: um love for knowledge and reading and these young girls.

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Speaker 1: And just as an example of how important it is

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Speaker 1: that co Ed goes in and really fosters that culture

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Speaker 1: of reading, Molly, like you said, one thing that they

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Speaker 1: have to do is actually teach the teachers how to

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Speaker 1: read the children. I mean, before Coed goes in there,

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Speaker 1: the teachers my just read a book aloud. But you know,

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Speaker 1: when you were a kid, like the the exciting part

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Speaker 1: about reading is following along and seeing the pictures and

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Speaker 1: really engaging with the story and the words on the

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Speaker 1: page and uh and the and the teachers weren't doing that,

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Speaker 1: you know, they weren't and and by not doing that,

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Speaker 1: it didn't really cultivate, you know, a kid's desire to read.

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Speaker 1: So that's one important thing too that that co Ed

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Speaker 1: goes in and actually demonstrates. And they'll also teach the

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Speaker 1: teachers how to use the textbooks because I think a

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Speaker 1: big problem in Guatemala has been that before the kids

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Speaker 1: got the textbooks, they all copied down notes in the blackboard.

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Speaker 1: There was no engagement with learning, and that's why, you know,

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Speaker 1: if the kid couldn't even stay there for financial reasons,

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Speaker 1: he would just drop out join a gang, which are

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Speaker 1: also big problem in Guatemala. So going in and teaching

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Speaker 1: a teacher how to use this textbook so that a

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Speaker 1: kid enjoys going to school and enjoys learning about things,

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Speaker 1: um is another vital service that they provide. Sounds like

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Speaker 1: COD could also do a lot of work in the

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Speaker 1: States in terms of teaching kids to read. Anyway, UM, Well,

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Speaker 1: just to give listeners to an idea of more of

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Speaker 1: an anecdotal idea of of how their programs have benefited

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Speaker 1: these schools, you know, because we've sort of been talking

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Speaker 1: in the abstract. UM, I'm going to share the story

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Speaker 1: of Juan Jose, who was a principal of middle school

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Speaker 1: in Guatemala. UM and when he started fifteen years ago,

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Speaker 1: the school that he worked at had twenty eight students

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Speaker 1: and only one of those was a girl. Because, like

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Speaker 1: we said, it's far less likely for a girl to

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Speaker 1: even go to school. And even if she goes to school,

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Speaker 1: she's not going to stay as long as boys in

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Speaker 1: her community. Um. So he said. Knowing that the health

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Speaker 1: and economic success of Guatemala communities were inextricably linked to

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Speaker 1: the education of its girls, Juan Jose really made it

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Speaker 1: his mission to try to get more girls into the school,

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Speaker 1: try to equalize the ratio of boys to girls in

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Speaker 1: the classrooms. And one thing that he had to do

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Speaker 1: was demonstrate to these girls parents that them leaving the

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Speaker 1: home and leaving the work that they would have to

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Speaker 1: do there and actually going to school would be beneficial

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Speaker 1: in the long run for the girls at home. And so,

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Speaker 1: first of all, he lobbied COED for books and computer

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Speaker 1: training at the school, so we had all these resources

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Speaker 1: to begin with. But then he also added a home

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Speaker 1: economics class and asked co ED for equipment such as

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Speaker 1: a refrigerator and sewing machine and mixers, um and that way,

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Speaker 1: by having those kind of resources, he could convince the

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Speaker 1: parents that the girls would be become better cooks and

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Speaker 1: would keep the house better. Since a lot of the

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Speaker 1: parents just didn't see any point in educating girls, like

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Speaker 1: why would they need why they need to read? Because

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Speaker 1: there were time would be better spent at home. Um

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Speaker 1: and uh, and the strategy worked. There now seventy over

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Speaker 1: seventy five students at the school and the number of

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Speaker 1: girls and boys is close to equal. And you know,

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Speaker 1: from a lot of stuff we talked about on the podcast,

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Speaker 1: like we might bristle at the thought of like, oh, well,

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Speaker 1: he's adding a home at class to to bring more

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Speaker 1: girls in, you know, teaching them to sew and cook

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Speaker 1: like that is this? Those are essential skills in this country.

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Speaker 1: And I think that it's you know, I think it

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Speaker 1: was a pretty pretty brilliant strategy on on his point

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Speaker 1: as well, to target those parents and convince them to

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Speaker 1: get the girls into the classrooms, because of course they

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Speaker 1: weren't just taking the whole net classes. They were all

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Speaker 1: by the way exactly exactly. So co ED has many

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Speaker 1: examples of of these sort of anecdotes on their site,

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Speaker 1: which is c O E d UC dot org. But

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Speaker 1: just to throw out some more statistics of how they're

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Speaker 1: evaluating their program, um if when the schools get the textbooks,

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Speaker 1: they're experiencing a sixty eight percent improvement and retention of

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Speaker 1: the information, sixty seven percent increase in attendance, and ninety

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Speaker 1: percent of those students indicate the books have a significant

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Speaker 1: positive impact on their ability to learn and retain information.

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Speaker 1: So just imagine like going to school and for the

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Speaker 1: first time having something to look at. Of course you're

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Speaker 1: gonna stay, of course you're gonna learn more. Of course

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Speaker 1: you're gonna see education for the first time. It's something

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Speaker 1: that's worth investing in. So um more anecdotes about about

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Speaker 1: the people experiencing that revelation are on their site, and personally,

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Speaker 1: it was pretty for me, it was enlightening to read

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Speaker 1: these anecdotes and to see these statistics because you know,

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Speaker 1: we take public education and textbooks and libraries and all

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Speaker 1: of the stuff for granted, and it seems like, you know,

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Speaker 1: kind of a no brainer, like oh yeah, I mean, sure,

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Speaker 1: provide provide textbooks for poor children. That's great, but no,

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Speaker 1: I mean, like, really, I do encourage you guys to

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Speaker 1: to check out the site, because, um it's it's pretty

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Speaker 1: powerful when you find out just what a single textbook

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Speaker 1: in the hands of a child can do. But then,

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Speaker 1: to take it back to the beginning of the podcast,

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Speaker 1: the whole reason we went through all those you know,

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Speaker 1: fairly dismal statistics is you can read that website and

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Speaker 1: just think about it in terms of a child, but

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Speaker 1: when you think about it in terms of a whole

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Speaker 1: culture of women that you can help by just by

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Speaker 1: giving a child a textbook. That's what's really remarkable to

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Speaker 1: me is again, you know, we've always said it several

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Speaker 1: times on this podcast in the abstract about how educating

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Speaker 1: women in the developing world has this huge impact on poverty.

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Speaker 1: But to read about coeds work and then to place

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Speaker 1: women sort of in the center of your thoughts as

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Speaker 1: you read it, and knowing that that textbook and the

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Speaker 1: scholarships that are available at co ED and that fostering

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Speaker 1: of a love of knowledge, when that can really change

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Speaker 1: a whole society's perception of women, that's a huge, huge thing, right,

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Speaker 1: And when the perception changes, you also see the tangible

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Speaker 1: effects in you know, the health of the community's violence

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Speaker 1: and communities, birthrates, maternal health, children, sell everything, you know.

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Speaker 1: I mean, it's there's really no no aspect that it

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Speaker 1: doesn't touch. So now, if you listen to Josh and

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Speaker 1: Chuck's podcast on their trip, and I encourage you to

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Speaker 1: do so so you can get more information on the

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Speaker 1: programs in the country. Um, you know that there's a

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Speaker 1: text campaign going on where if you text stuff to

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Speaker 1: two zero to to two, co ed gets a five

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Speaker 1: dollar donation. You can also make donations on their site,

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Speaker 1: which again a c O E d uc dot org.

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Speaker 1: And uh, you know, co ed is getting a tremendous

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Speaker 1: help from all the s Y s K fans and

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Speaker 1: we want to give them some help. So if you're

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00:21:01,800 --> 00:21:04,080
Speaker 1: a fan of ours and you haven't donated yet, please

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00:21:04,200 --> 00:21:07,800
Speaker 1: check out their site or text again the words stuff

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00:21:08,280 --> 00:21:12,520
Speaker 1: s t U F F two q oh too to too.

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Speaker 1: You'll receive a text back asking you to confirm the

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00:21:15,320 --> 00:21:18,000
Speaker 1: donation and simply reply with the word yes to complete

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Speaker 1: your donation. Messaging and data rates may apply. And remember

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Speaker 1: the campaign only runs through July Cermainly, since we've been

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Speaker 1: talking a lot about the power of reading in books,

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Speaker 1: I thought it would be good for our listener mail

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Speaker 1: segment to maybe share a couple of reading lists. Reading lists.

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Speaker 1: We've gotten so many, we love them, keep them coming. Yes, um,

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Speaker 1: and this one is from Angela and she is reading

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Speaker 1: right now Pride Prejudice in Zombies, which was very popular

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Speaker 1: last summer as well. She says after that I'll probably

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Speaker 1: move on to Abraham Lincoln Vampire Hunter. She said, I

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Speaker 1: will also read books by Sherylyn Kenyon, Janet Ivanovich and

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Speaker 1: jennef for Cruzy. All right, and who was that ring

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Speaker 1: list from? This was from Angela. Okay, I've got one

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Speaker 1: from Lori, who says, based on your obvious love for

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Speaker 1: the Romana books, I want to raft men to you

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Speaker 1: for your summer reading list, Beverly Clary's two memoirs, The

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Speaker 1: Girl for Me, Mhill and My Own Two Feet. I

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Speaker 1: was delied to find out that some of my favorite

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Speaker 1: details from Clary's fiction came from our own experiences, such

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Speaker 1: as naming a doll Chevrolet. Beyond that, though, Clary was

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Speaker 1: very cool woman who had just as much funk as

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Speaker 1: her fictional heroines. So if you're looking for summer reading list,

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Speaker 1: The Growth, Meanhill, My Own Two Feet Alright. To cap

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00:22:32,960 --> 00:22:35,600
Speaker 1: things off, I've got a reading list here from Jim

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Speaker 1: and he is going to read Collapse by Jared Diamond,

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Speaker 1: The Heretics Daughter by Kathleen Kenter, Men with the Golden

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00:22:43,280 --> 00:22:47,320
Speaker 1: Torque by Simon R. Green, The Poisoner's Handbook by Debord Bloom,

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00:22:47,720 --> 00:22:52,200
Speaker 1: and The God Engine by John's scalz The God Engines

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00:22:52,280 --> 00:22:56,680
Speaker 1: sounds interesting interesting, so again, keep the summer ring list coming,

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00:22:56,840 --> 00:22:59,399
Speaker 1: keep any emails coming to us at mom Stuff at

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Speaker 1: stuff Mom Never Told You, And during the week you

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Speaker 1: Never Told You at our website which is how stuff

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