Skip to main content

The Curse of the Blue Tattoo


Summary: 
The second book of the Jacky Faber series is a historical fiction novel set in the early 1800s. After being discovered as a girl, Jacky is removed from her Navy ship and sent to the Peabody School for Girls in Boston, where she is expected to learn how to behave like a lady. Jacky has a hard time adjusting to the school and the strict headmistress, Miss Primm. After being arrested for dancing on the street, Jacky is expelled from the school and is kept on as a servant. Jacky believes that the Reverend Mather has murdered a servant girl. Mather believes that Jacky is the reincarnation of that girl, come to haunt him. He kidnaps her and ties her to the dead girls bed, but Jacky is rescued. A fire engulfs the church and school and Jacky rescues Miss Primm despite her protestations. She then escapes to a ship bound for London.

Strengths: 
Jacky's confident and cocky narrative voice make her story a memorable one. Meyer does a good job of accurately portraying the social climate in regards to women in the early 19th century and the juxtaposition of these expectations and Jacky's behavior leads to a great deal of humor. As with all of the Jacky Faber novels, being true to oneself and the importance of having a strong sense of morality, even if her outward appearances don't always align with propriety, are the main themes in the book. The Curse of the Blue Tattoo is also a coming of age story as Jacky continues to try to figure out what it really means to grow from a child to a woman.

More Books from the Jacky Faber series: 

Bloody Jack
Under the Jolly Roger

 Meyer, L. (2004). Curse of the blue tattoo: Being an account of the misadventures of Jacky Faber, midshipman and fine lady. Orlando, FL: Harcourt. 

Comments

Popular posts from this blog

Bloom's Taxonomy for a Digital Age

Bloom's Taxonomy. One of the things we are constantly hearing in our school is the push for increased rigor in our classroom, as a result of the STAAR tests and others like it becoming more rigorous. We are told to push for higher order thinking and questioning from our students. One of the tools we use to look at how we can increase rigor is Bloom's Taxonomy. But some things about Bloom's don't translate exactly when we are talking about the digital age and the classroom or library. For example, remembering is the lowest piece of the triangle for Bloom's, but remembering looks different when you have instant access to a powerful computer that can use essentially limitless online resources to find answers. I've mentioned to my husband just how much more this and future generations will know about the world around them simply because they no longer have to remember everything they're interested in knowing. If I pass a historical marker for a place I haven...

Podcasting

I'm pretty lucky when it comes to podcasting. My husband, the Chainmail Ninja, is a hobbyist podcaster and professional book narrator so we have quite a recording setup in our home office. He worked in radio for 10+ years so he does the production side of things as well as the recording. I've tossed around the idea of contributing on his podcasts, which are mostly about geek culture and hobbies, but haven't had time to put this plan in action. But for today's blog post, I went ahead and made some time to create a podcast using our equipment. There are three main steps to creating a podcast. First, is the planning stage. Some podcasters prepare using various methods. Some research their topics, but don't do any other prep and speak mostly off the cuff. Many podcasters create a notes page to make sure they hit all the points they want to. Others create detailed scripts for their podcasts. The second step is recording the podcast. This can be done using the inter...

The Clark-Kozma Debate in the 21st Century

In the 1980s and 1990s, as educational technology was first becoming a budding field, Richard Clark published an analysis of data where he determined that the media that delivers instruction is no more than a delivery tool. He used an analogy of a truck carrying the information to the learner. He concluded that the media chosen has no effect on the learning taking place - that the instruction in the only thing that influences the learning.  In 1994, Kozma responded and prompted the current debate. Kozma states that some media have specific characteristics that do effect learning as more than a vehicle. While there is little research to support Kozma's claim, he suggests that the way the media helps shape the learning does have impact and that evaluating this impact requires more than raw data as the media and the way we use it has become more complex and nuanced. Clark has stood by his original conclusions and has even subsequently released articles further supporting his stanc...