Good Reads Description: The Language of Flowers
beautifully weaves past and present, creating a vivid portrait of an
unforgettable woman whose gift for flowers helps her change the lives of
others even as she struggles to overcome her own troubled past.
The
Victorian language of flowers was used to convey romantic expressions:
honeysuckle for devotion, asters for patience, and red roses for love.
But for Victoria Jones, it’s been more useful in communicating grief,
mistrust, and solitude. After a childhood spent in the foster-care
system, she is unable to get close to anybody, and her only connection
to the world is through flowers and their meanings.
Now eighteen
and emancipated from the system, Victoria has nowhere to go and sleeps
in a public park, where she plants a small garden of her own. Soon a
local florist discovers her talents, and Victoria realizes she has a
gift for helping others through the flowers she chooses for them. But a
mysterious vendor at the flower market has her questioning what’s been
missing in her life, and when she’s forced to confront a painful secret
from her past, she must decide whether it’s worth risking everything for
a second chance at happiness.
MrsK's Review: I so enjoyed this book. Given the theme, the flower connection, the month of May gathering, and all things connected to beauty... our book club chose this book from rave reviews from our friends.
At first, meeting Victoria was a bit like a leap of faith. I wasn't sure that I would connect with this character. I had students that would have adored a younger version of her, and yet as I continued my reading I found a variety of connections. Just like Victoria in choosing which flowers would bless her customers, I discovered aspects of myself within the bouquet of these pages.
Right up front, I must thank the author for her desire to help me as a reader/gardener... for I was thrilled to discover there was a flower dictionary at the back of the book which provided freedom to enjoy Victoria's story without worrying about how I would remember the numerous definitions (I never/ever look at the back pages... I do not like spoilers taking anything away from my literary journey).
Our book club discussion was filled with connections, ideas, and a few debates. We discussed what are hopes for Victoria would be, how we would enjoy knowing more about Grant's upbringing and thoughts about the past secret, what Elizabeth would be like as a Grandparent, and why Victoria chose the decisions she made that created such a long road to happiness. We celebrated the moment when Renata gave Victoria a chance, we were happy when Victoria allowed Grant into her life, we were very relieved when Mother Ruby arrived, and we dismayed when Victoria decided to build her life apart from those that mattered the most.We were frustrated that the "secret" took so long in unfolding and yet, we would not have chosen the finale to bloom any quicker than it did. This is an excellent book choice.... Enjoy, MrsK
Reading is important! No questions asked, not even a blink of the eye from any student I grew up with. On the first day of the First grade, we were given our first books. Day two we all read aloud, round robin of course. Day three we were place in our first basal, now known as a lit circle group. Books were so important, publishers designed new curriculum so that every student was reading by the end of the first week. These early readers had images that looked like what we could see in the classroom, beyond the classroom, even on the big screen. Reading is important, throughout history every generation has believed that “Reading” opens up the world for endless possibilities.
I adore the 1950’s Dick and Jane books. Actually, most reading specialists and experienced (45+) educators believe that every student learned to read with Dick and Jane. Since these books are being re-issued, I have heard many parents, grandparents, and students claim that Dick and Jane stories of repetition does teach students to read.
Early influences from my mother influenced my desire to read. I would watch her read and we would go on “secret” excursions to the library. The library became my playground. I owned every book I could carry home, of course they needed to be taken back to their home after visiting with me for a week or two. My first book that I could pull off of the library shelf and read was, Father Bear Comes Home. I only saw my dad on Sundays for a few hours. I would pull this beginning reader off of the library shelf every week. Every week I would try to read the first chapter. Every week I got further in the story. My mom would let me check it out, only if I could read it myself (She didn’t like the illustrations therefore she didn’t want to take time to read it to me). One day, I pulled the book from the shelf and when mom came to get me from the children’s corner, I realized that I had read the whole story. I ran to the check out desk and the Librarian KERCHUNKED the checkout card. My mother, brother and neighbors read. My teachers read. We all read aloud all day long in school. The Priest read aloud every day at mass, even in Latin. Everybody in the Doctor’s office read. People on the bus read. Dad’s waiting in their cars as the Mom’s and children grocery shopped, read. In fact, once you could read and write, Sunset Magazine considered you a reader and sent you mail every day.
Reading is important; I’ve spent my life reading. I’ve traveled around the world and into space through books. My favorite genre is whichever book I have open at the time. Children’s Literature is my passion. Book clubbing is one of the best past times, especially if food is involved. In fact my friends of old are in a book club and we are about to embark on a beach trip to “read” and discuss our newest selection.
My “home-run” book story has helped every student find his or her own “home-run” reads. Every year, I have shared my, Father Bear Comes Home, and every year my students have brought in their “home-run” books. That’s the “diving board” into our Lit. Studies.
In “Growing Up Digital,” Tapscott’s insights into the new generations enthusiasm for the Net reminded me of my generation’s enthusiasm for reading, movies, TV, parties and our driving permits. The Net-Generation, as Tapscott describes, “are learning, playing, communicating, working, creating communities, and enforcing a social transformation.” N-Geners are interactive “techies” who are always looking for a way to “work it” verses the TV Generation of “Baby Boomers” who started out looking for “how it works.” Reading development is tougher today, society moves too fast to invest their “non-working” free time into a book or even “home work.” Since I stepped into my own classroom, I have seen students being told to read, being forced to read, and threatened into reading. Homework is not any longer the vehicle for students to gain their future lifestyles or careers with. Yet, the Internet does create an enthusiasm for learning. Since I have been enrolled in these courses, I have used the computers in every subject. My students are using the newest technology in the classroom because I am giving them investigative sites to use as they learn from each other and books. I agree with Tapscott, in order to bridge the gap with this up and coming generation we must “live and learn with them.”
FTC Required Disclaimer: I receive these books from the publishers. I did not receive monetary compensation for these reviews. These reviews have been posted in compliance with the FTC requirements set forth in the Guides Concerning the Use of Endorsements and Testimonials in Advertising (available at ftc.gov/os/2009/10/091005revisedendorsementguides.pdf)
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