By Charlotte Wood

Girls wake up from a drugged sleep to discover themselves imprisoned in an deserted estate in the course of a wilderness in a narrative of 2 neighbors, sisterly love and braveness - a gripping, starkly ingenious exploration of latest misogyny and company keep watch over, and of what it ability to seek and be hunted.

Winner, The Stella Prize, 2016
Winner, Indie publication of the 12 months, 2016
Winner, Indie e-book Awards - top Fiction, 2016
Short-listed, Victorian Premier's Literary Award - Fiction type, 2016
Short-listed, Booksellers selection Award, 2016
Short-listed, Australian booklet Awards - Literary Fiction e-book of the 12 months, 2016
Long-listed, Miles Franklin Literary Award, 2016
Long-listed, Nita B Kibble Award for a longtime writer, 2016

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Extra resources for The Natural Way of Things

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The format that Ticknor and her friends designed for their society differed in several respects from the English model. The English society confined its work to helping women of the upper classes, but Ticknor was determined to aid women of all classes, particularly those who had been denied the opportunities available to their more fortunate sisters. The English society assisted its students primarily by providing prescribed plans of coursework, expecting the students to complete them without further assistance.

The history curriculum had four subject areas: the traditional triad of ancient, medieval, and modern European history, and American history, a subject less often taught. Follett already had gained considerable familiarity with the traditional subjects from her work with Anna Boynton Thompson, but she had not studied American history since grammar school. Well aware of how poorly educated American students were about their own country’s history, Herbert B. Adams found it ‘‘especially gratifying to see so much attention bestowed by this Society for Home Study upon the history of their own country .

It is all important that American girls, as well as American boys, should learn that . . ≤∏ In 1886 the history department formally added a fifth subject, political economy, to the curriculum. The recent publication of two advanced textbooks had made it relatively easy to teach high school and college students about the production, distribution, and consumption of wealth and the numerous applications of political economy principles. ’’ Each month Follett was asked to read several items from the course bibliography and then, from memory, to organize and summarize the material in concise written notes.

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