The Lost Boys: Harry, Severus, and Tom

The Lost Boys:

Harry, Severus, and Tom

Today in my Harry Potter class we are looking at the lives of Harry, Severus Snape, and Tom Riddle and comparing their circumstances, choices, and outcomes.  I hope it will be a thought provoking experience for the kids.  We're going to use a big roll of butcher paper and big sharpies to write down and compare each of the boys circumstances and choices at birth, during childhood, when they arrived at Hogwarts, during their beginning years at Hogwarts, during their final year at Hogwarts, after they left Hogwarts, and the outcomes of their lives.  We'll begin by reading my favorite quote by C.S. Lewis from his essay, The Weight of Glory.  I think the Harry Potter series is an amazing exploration of the idea that we all have the potential to become gods or monsters.  As Dumbledore puts it, it is our choices far more than our abilities that determine who we are.  But, as Lewis points out, our circumstances, especially the actions of others around us, can help us go one way or the other.  We all ought to consider which way we are helping our fellow men to go.  

From C.S Lewis's The Weight of Glory:

“It is a serious thing to live in a society of possible gods and goddesses, to remember that the dullest and most uninteresting person you can talk to may one day be a creature which, if you say it now, you would be strongly tempted to worship, or else a horror and a corruption such as you now meet, if at all, only in a nightmare.  All day long we are, in some degree, helping each other to one or other of these destinations.”  

Circumstances and Choices

Born to

H: Pureblood father, muggleborn mother, parents loved each other and him

S: Pureblood mother, muggle father, parents fought a lot

T: Pureblood mother, muggle father, mother tricked father into marrying her, when father realized he left her

Raised

H: By his Aunt and Uncle who didn’t love him and treated him horribly

S: By his constantly fighting parents who didn’t seem to love him

T: In an Orphanage by people who initially pitied him, then came to fear him and didn’t love him

Childhood choices about how to treat others

H: Wished for friends, tried to avoid being mistreated by his cousin, uncle, aunt and kids at school.  He was generally polite to everyone he came in contact with.

S: Tried to be friends with Lily but was unkind to her sister, Petunia.  He wanted to have friends and love but he wasn’t nice to everyone and he was sometime deceitful

T: Never sought friends. His goal was to have power over the other children around him.  He tormented them and made them fear him. 

Circumstances when they arrived at Hogwarts

H: Had recently learned he was a Wizard and that his parents had been murdered.  He had plenty of money.  He didn’t know anything about magic or the Wizarding World.

S: Knew he was a wizard.  He was very poor.  He knew a lot about the Wizarding World and a little bit of magic. 

T: Had recently learned he was a Wizard, confirming his belief that he was special and different from his peers at the Orphanage.  He was very poor.  He didn’t know anything about the Wizarding World and had figured out how to do some magic.

Choices in their beginning years at Hogwarts

H:  He asked the sorting hat to put him in Gryffindor and not in Slytherin.  He quickly made friends with Ron and Hermione.  He was loyal to Hagrid and cherished his friendship too.  He rejected Malfoy’s offer of friendship, power, and popularity.  He generally treated his classmates and teachers with kindness and respect.  He was anxious to learn about the Wizarding World.  He defended Neville when Malfoy was bullying him.  He helped Hagrid solve lots of problems.  He made enemies of Malfoy and Professor Snape.  He fought evil when he saved the Sorcerers Stone, Defeated the Heir of Slytherin, and defeatedthe Basilisk in the Chamber of Secrets.  He saved lots of lives including, Ginny’s Life, Sirius’s life, and even Peter Pettigrew’s life.  He fought injustice by helping to clear Hagrid’s name so he could leave Azkaban, helping Sirius escape, and prevented Lockhart from leaving Ginny in the Chamber of Secrets. 

S:  Tried to be Lily’s friend and be friends with the kids who would one-day become Death Eaters.  He hated James Potter and all James’s friends.  He tried to convince Lily to hate them too while she tried to convince him to abandon his Slytherin friends.  He learned a lot of dark magic.

T: He wasn’t a real friend to anyone.  He built a group of followers who he promised power and influence.  They would eventually become his Death Eaters.  He learned as much as he could about they History of the Hogwarts Founders and about his own heritage.  He learned a lot of dark magic.

Choices in Their Final Years at Hogwarts

H: He was loyal to his friends and to the truth even though it meant sacrificing popularity, reputation, and comfort.   He started Dumbledore’s Army in an effort to defend the truth and to prepare his friends and classmates to fight against evil.  He told the truth about Cedric’s death and Voldemort’s return. He chose love instead of hate.

S:  He was cruel to Lily and lost her friendship.  He committed himself to the path that would lead him to become a Death Eater.  He chose hate and became totally bitter.

T: He learned that he was the Heir of Slytherin, the truth about his parent’s relationship.  He chose hate and murdered his father and grandparents and started making Horcruxes.

Choices After They Left Hogwarts

H: He found and destroyed Voldemort’s horcruxes.  He sacrificed his own life to save the world and then was resurrected.  He defeated Voldemort.  He remained close with his childhood friends, married Ginny and had 3 children with her.  He named his sons after Dumbledore and Snape.

S:  He became a Death Eater.  He told Voldemort about the prophecy he overheard which led Voldemort to murder Harry’s Parents.  Motivated by his love for Lily he repented of his evil ways and became a double agent working for Dumbledore against Voldemort.  Though he really disliked Harry and was never kind to him he devoted his life to saving Harry’s.  He was murdered by Voldemort  as part of his effort to protect Harry and his last act was to give Harry his memories which contained all the information Harry needed to finish defeating Voldemort.   These memories also contained a lot of personal information about Snape that would probably have embarrassed him.

V:  He became the Dark Lord, Voldemort and recruited the Death Eaters.  He made his Horcruxes.  He led the Death Eaters in a campaign of terror and murder.   After his second rise to power, he was finally defeated by Harry Potter. 

Ultimate Outcomes of Their Choices

H:  He had a lot of friends and family.  He was able to defeat evil and protect his friends and family.  He was happy and loved.  He knew that when he died he would rejoin his parents and friends who had already died, in a happy place. 

S:  He had no friends or family.  He suffered a lot knowing it was his fault Lily died.  He was able to protect Harry and help him defeat Voldemort.  He died knowing he was doing a good thing.  Harry came to respect him tremendously and may have even felt love for him.  We don’t know where he went after he died but Harry implied that even Voldemort could have been saved if he had felt some remorse and repented of his evil deeds so it is likely that Snape was able to be in a happy place with people who respected him and maybe even loved him.

T:  He had no friends or family.  He devoted his life to evil and to becoming immortal.  In the end he killed himself when the killing curse he was aiming at Harry  rebounded on him.  No one respected or loved him.  After death, he was probably miserable like the ugly horcrux baby Harry saw at Kings Cross. 

Discussion Questions

1.     What did the 3 boys have in common?

2.     What were some of the differences between them?

3.     Who loved each of the boys and who did they love? 

4.     Do you think the 3 boys all had the potential to become either gods or monsters?

5.     What did they each become in the end?

6.     Was Harry’s life happy?  Was it easy or hard?

7.     Snape became good in the end but was his life happy?  What did he miss out on?  What did he gain by repenting?

8.     Was Voldemort’s life happy?  Was he happy after he died?  What were the benefits of his choices?

9.     Were their circumstances or their choices more important in determining what each boy became?

10.  

From The Chamber of Secrets, p. 333

Do you think this is true?  Why or why not?  “It is our choices, Harry, that show what we truly are, far more than our abilities.”

11. Who helped each of the boys become gods or monsters?

The Depths of Harry Potter

I am a pretty huge fan of the Harry Potter Series.  I recently finished reading the series with my 9 yo daughter (We started on her 8th birthday) and this week I start teaching a 6 week Harry Potter class for 8-12 year olds.  This is what we are discussing tomorrow.  I have had so much fun pulling this all together.  Feel free to correct me where I'm wrong.  I've used dozens of websites, wikipedia, some reference books, and my own personal knowledge as sources for the information - I'm sure there are errors.  I think this demonstrates how much depth there is in the Harry Potter series.  I hope you have fun reading through it and making your own connections.

The Harry Potter Series references, alludes to and borrows ideas from other language and literature sources including

·      Latin

·      Mythology

·      The Bible

·      Shakespeare

Latin

A lot of the spells, potions, and names in Harry Potter are based on Latin words.  See how many spells, potions and names you can remember that have these words in them:

·      Amor = love

·      Animal = animal

·      Animus = soul, spirit,mind

·      Arduus = high, difficult

·      Arma = weapons

·      Con = with

·      Corpus = body

·      Cruci = cross or torture

·      De = away from, removing, down

·      Dolor = pain, grief

·      Draco = Dragon

·      Ex = off, away from, , out

·      Expello = drive out, expel, banish

·      Exspecto = to look for, expect, await

·      Felicitor = happily

·      Felix = lucky, fortunate, happy

·      Fidelis = faithful, loyal

·      Hominis = human

·      Impedimentum = hindrance, impediment

·      Impero = command

·      Inferi = those below, the dead

·      Lev = lift, light

·      Lum or luc = light

·      Luna = moon

·      Lupus = wolf

·      Malus = bad, wicked, evil

·      Mort = death

·      Nox = night

·      Pater = father

·      Patronus = patron, protector

·      Ped = foot Porta = gate, entrance

·      Prior = former, prior

·      Pro = in front of, before

·      Salveo = to be well, be in good health

·      Totus = whole, entire

·      Timor = fear 

Mythology

Many of the characters and stories within Harry Potter are similar to characters and stories in mythology.  What characters and events in Harry Potter do these remind you of?

·      In the Iliad The Trojans are fighting the Greeks.  Hector is a Trojan.  Achilles and Patroclus are Greeks and friends.  Hector kills Patroclus and Achilles rescues Patroclus’s body so that it can be buried.

·      The Griffin is a monster with the body of a lion, the head and wings of an eagle, and a  back covered with feathers.

·      [The Roman poet] Ovid tells the story of the Phoenix as follows: 'Most beings spring from other individuals; but there is a certain kind which reproduces itself. The Assyrians call it the Phoenix. It does not live on fruit or flowers, but on frankincense and odoriferous gums. When it has lived five hundred years, it builds itself a nest in the branches of an oak, or on the top of a palm tree. In this it collects cinnamon and spikenard, and myrrh, and of these materials builds a pile on which it deposits itself, and dying, breathes out its last breath amidst odors.  From the body of the parent bird, a young Phoenix issues forth, destined to live as long a life as its predecessor. When this has grown up and gained sufficient strength, it lifts its nest from the tree (its own cradle and its parent's sepulchre), and carries it to the city of Heliopolis in Egypt, and deposits it in the temple of the Sun.'

·      In Greek Mythology, Cerberus is a three-headed, dragon-tailed dog who guards the gate to the underworld.  The Greek hero Orpheus put Cereberus to sleep by playing music on his lyre.

·      Argus was a mythical Greek guard, who was said to have a hundred eyes.

·      Minerva was the Roman goddess of wisdom and war, the same as the Greek goddess Athena.  Athena watched over Odysseus in The Odyssey.

·      Remus and Romulus were twin brothers raised by wolves.

·      Sirius is the name of a constellation, also known as “the dog star”.

·      In Greek and Roman mythology, a sibyl was any woman inspired with prophetic power by the god Apollo. The sibyls prophesied in a frenzied trance.

·      Hagrid Rubeus was one of the early Greek gods, The Giant of Jewels. He was said to be the kindest of the gods, but Hades (Lord of The Dead/Underworld) framed him for the death of Perseus's son. He was banned from Olympus after that. Zeus, God of the Gods, took pity on poor Hagrid and gave him a job as the keeper of the godly beasts on Olympus.

·      In Greek mythology, Hermione was the daughter of King Menelaus of Sparta and Helen of Troy.

·      The lightning bolt is a symbol of Zeus, King of the Olympian Gods.

·      In Greek Mythology Hermes was the messenger of the Gods.

·      In Arthurian legend, before he was King, Arthur pulled a special sword from a stone, something only “the true King” would be able to do.

The Bible

Harry Potter is a Christ Archetype.  That means much of his life, character and experiences parallel the life, character, and experiences of Jesus Christ.  Do you see any similarities between Christ and Harry?

·      When Christ was a baby there were prophesies about a Messiah who would become the King of the Jews and free the Jews.  King Herod decided all baby boys should be killed.  Joseph took Mary and Jesus to Egypt and Jesus survived.

·      Christ was born in very humble circumstances, a stable.  He did not begin life in a normal home with a normal bed or bedroom.

·      Christ was raised by His mother and an adoptive father, Joseph.  

·      The Jewish people didn’t realize Christ was their King until much later in His life.

·      Though separated from His Father,  God, who was in Heaven, Christ communicated with and was guided by  God ,throughout His life on earth.

·      Christ was famous for performing miracles.

·      Christ was hated and despised by the leaders of the Jewish government.  They put a lot of effort into trying to convince people He was a fraud.

·      Christ had a small group of loyal disciples who came to him to be taught.

·      Near the end of His life, government leaders used spys to find Christ and bring Him to be crucified.  These government leaders ignored the normal legal process and sentenced Him to death without a fair trial. 

·      Christ performed the hardest part of his sacrifice, the atonement, alone, in a garden of trees.  Some of His disciples went with Him to the garden but did not stay awake and at one point Christ even felt forsaken by His Father, God.

·      Christ gave His life willingly.  He could have chosen not to die.

·      Christ was known as the King of Kings and died on a cross.

·      Christ gave His life to save the world.

·      Christ’s body laid in a tomb for 3 days after His death while His spirit was in Heaven.  Then He was resurrected.

·      Prior to His crucifixion, Christ was whipped and beaten.

·      Christ had scars on His hands and feet to remind people of His crucifixion

·      Lilies are a symbol of Christ and His sacrifice.

Shakespeare

·      In the play Macbeth, Macbeth is a Scottish General who receives a prophecy from a trio of witches that one day he will become King of Scotland. Macbeth chooses evil as the way to fulfill his ambition for power. He murders the king to become king and then furthers his moral descent with a reign of murderous terror to stay in power, eventually plunging the country into civil war. In the end, he loses everything that gives meaning and purpose to his life before losing his life itself. The play poses the question, what would have happened if Macbeth had never heard the prophecy of the 3 witches?

What other references, allusions, or similarities can you find?

If you  like this topic, you might like the lecture I gave to youth at the Family Forum in 2012:
Being the Star instead of the Sidekick in the Story of Your Own Life.  Don't listen to it if you haven't read the whole series, lots of spoilers!

Family Builder Seminar in Mukilteo, WA

I'm so excited to announce this! This fall, September 29, to be exact, I am hosting a Family Builder seminar. Here's a link to the seminar registration info.

It will be in Mukilteo, WA. Family Builder is the program Diann Jeppson and Jodie Palmer run to support family centered education. This seminar is 1 day long and very reasonably priced. Look at the agenda - I think it sounds pretty amazing and it will give you a good idea about whether or not this one is for you. The room I booked only has space for 50 people so register ASAP to make sure you get a spot.

How Does Your Garden Grow?

I recently had an amazing conversation with a friend that led us to a shared epiphany.  As homeschooling TJEDers, we are both frequently asked to compare our homeschooling to public school and to more common K-12 homeschooling.  My friend and I were talking about the differences and I was having a particularly hard time comparing what I do with typical education.  “Homeschooling” didn’t cover everything I meant when I used the word “education.” 

As we talked we acknowledged that the goal of Leadership Education is for a person to realize their full potential while the goal of typical education in the U.S. is for a person to realize their academic potential.   

Our shared epiphany was this: It is impossible to compare what we are doing – Leadership Education – to typical education because Leadership Education is concerned with the whole person while typical education is only concerned with a small part of a person. 

It is like comparing holistic medicine to brain surgery.  As a former brain surgery patient, I can sincerely say that I understand how critical a brain surgeon is and I’m so grateful for the surgeon who saved my life.  But it would be ludicrous of me to ignore all the other systems in my body and assume that brain surgery would ensure my entire body’s physical health.  Just as there is more to my body than my brain, there is more to a person than their academic potential.  All the people I know understand this.  I suspect there are very few, if any, people who don’t understand this. Sadly, society in general doesn’t live in accordance with this truth. Many, many parents, teachers, and students are trying to live this truth.  I love Leadership Education because it embraces this truth.  It is teaching me how to live it.

Typical education may begin as early as pre-school and end after high school, college, or graduate school.  Ideally Leadership Education begins at birth and continues throughout a person’s whole life – it is never finished. Typical education happens during school hours and usually in a classroom.  As soon as the bell rings or the student leaves the classroom, education is done for the day. Leadership Education happens 24-7 wherever the student’s body is at. 

As my friend and I talked we started to use an analogy, probably inspired by Oliver and Rachel DeMille’s beautiful poem about an Oak Tree (on the back cover of the book Leadership Education).  We compared our children to little plants that we were raising.  We’d already helped them get from seed to tiny plant but we both know our little plants have a long way to go.  Ever since that conversation I have started thinking of my children as little plants and myself as a gardener of children.  My goal is to give my little plants the environment and nurturing they need to grow and develop and become whatever plant they were meant to be.  Each one is unique.  They are not all going to become the same kind of plant.  They have unique needs and unique development paths.  I’m certain academics will be something each of them need at some point, likely many points, along the way, but that is just a portion of their development.  Especially with my core phasers, academics aren’t a high priority at all. 

At the beginning of the week I try to look at my little plants in my minds eye and ask myself, what do they need this week to grow and develop?  Then each day I try to ask again, which things do they need most today?  This week, what comes to mind is my 3 yo daughter needs opportunities to work alongside me with jobs like picking up toys and emptying the dishwasher; lots of snuggle time; opportunities to improve her hand coordination with activities like coloring and cutting; and our daily devotional.  Thinking of my 3 yo son, I know right now he needs lots of Dad time; opportunities to climb and run and jump; recognition of all his good choices; and our daily devotional.  As I think of my 8 yo daughter I know she needs more sleep; my help purging and reorganizing her bedroom; opportunities to talk with me; one-on-one time with Dad; time to ride her bike; lots of time to work with or near me; to be read to by me; time to read and “play” with the academic subjects she is interested in; time to socialize with friends at least a couple hours/week; opportunities to learn more beginning cooking skills; inspiration to read our core book on her own; and our daily devotional.

This is what I think my little plants need right now.  Some of what I think they need is constant, like our daily devotional.  But most of what I think they need changes with each week, month, and season of the year.  We are transitioning right now from our “school year” to our “summer.”  For my core-phasers, the big difference will be not going to physical therapy for 3 months and going to weekly park days, but other than that, life will feel pretty much the same for them.  For my love-of-learning-phase daughter, there are more noticeable differences.  The clubs she participates in have ended or will end soon for a summer break.  Now that our Seattle weather is getting warmer and dryer (relatively), we can spend a lot of time outside and park day with our friends will be what we look forward to all week.   I won’t be involved in as many of my book clubs and classes so we’ll have more family time and a simpler schedule.  Our daily work will change in response to the change in season.  There will be lots of food preservation, vacation planning and prep, planning for the next school year, and yard work.  Meal preparation will be focused more on washing and cutting up produce and won’t involve the oven, crock-pot, or stove much. 

I’m sharing a little slice of my family’s life right now but it will look different next week and completely different in 3 months.  Kind of the way a garden looks so different each season and the gardener’s work is different from day to day. 

In addition to considering the little plants we are raising, my friend and I considered our personal plants.  It was a new way for both of us to look at our personal growth and development.  It made it easier for us to recognize things we ought to say no to and opportunities we shouldn’t miss. Often now when we talk, rather than asking each other, “How are you doing?”, we ask “how is your plant doing?” and “How are your little plants doing?”.  I recommend asking yourself How Does Your Garden Grow?

Quick Dinner: Chicken and Veggies over Rice

This is something my Mom made a lot when I was a kid.  This afternoon, midway through my first canning foray I realized it was 5pm and I had no plans for dinner.  Knowing I had bought chicken that morning that was likely not frozen yet, I remembered this old standby from my childhood.  I grabbed the not-yet-frozen chicken breasts from the freezer, put some brown rice and broth on the stove and started slicing veggies.  This is such a fast and easy meal to throw together and it's healthy, imho.  The veggies roasted in the dressing really make it.  You don't have to use these veggies - use whatever you have around.  Green beans, squash and corn would all be good in here.  The peppers with the dressing are my favorite.  I remembered to take a picture of the uncooked chicken and veggies before I threw them in the oven because to me it looked really pretty but I missed the moment before we ate it - we were pretty hungry.  Here's how to make it.

For Rice
2 cups of brown rice
4 cups of broth

For Chicken and Veggies
4 boneless, skinless chicken breasts
1 onion, sliced thickly
1-2 cups of red, yellow, red, and/or green bell peppers, sliced thickly (I used mini-peppers tonight)
1-2 heads of broccoli, cut in florets, or 1 package of frozen broccoli florets
1 bottle of vinaigrette dressing.  I use Brianna's French Vinaigrette.

1.  Cook 2 cups of brown rice in broth according to package directions.
2.  While the rice cooks, line a baking sheet with sides or a 9X13 pan with foil and preheat oven to 400.
3.  Place the chicken breasts on the pan.
4.  Layer sliced vegetables over chicken
5.  Pour dressing over chicken and vegetables.
6.  Bake at 400 for 35-45 minutes until chicken is cooked through.
7.  Slice chicken and serve chicken and veggies over rice.

Pesto Asparagus Risotto

 

My husband, contender for pickiest-man-alive, and huge fan of cheese, couldn’t believe this creamy risotto was dairy free and begged me to make it again soon.  I will! 

1 batch of Vegan Pesto 

1 T EVOO

2 cups shiitake mushrooms, cleaned and diced

3 pounds of asparagus, washed and cut into 1-inch pieces

3 c Arborio rice

8 c broth (mushroom, chicken, or beef)

1. Make Pesto first and refrigerate (definitely add the  “optional” lemon juice and zest)
2. Heat EVOO in a large sauce pot on medium high
3. Sauté mushrooms for 3 minutes
4. Add asparagus, rice, and enough broth to just cover rice.  Bring to a boil, then turn down to a low simmer.  Stirring often, watch for the liquid to be absorbed by the rice and add another cup whenever the liquid is mostly absorbed.  Keep stirring and adding broth until it is all absorbed and the rice is cooked through.  Don’t rush this process.  Let it take 30-45 minutes at a very low simmer for the creamiest results.
5. After all the liquid is absorbed, turn off the heat and stir in the pesto.  Let it sit for at least 10 minutes to absorb the pesto and then serve.

Dressing My Kids II

A couple years ago I wrote about my clothing philosophy and how I plan and shop for my kids' clothing.  It's a hobby for me.  See the original post if you are curious.  People often ask me where I shop for my kids clothes.  With that in mind, I recently started a pinterest board where I pin some of the clothes I have bought or plan to buy for my kids.

In the last 2 years I have used my clothing checklists a lot and modified them.  Mostly, I removed things.  I've learned that I need even less than I thought I did for each child.  Some weeks I even -GASP- put my kids in the same outfit twice.  High quality clothing washes and wears really well so this isn't a problem and means I need fewer outfits for each child.  Isabel's clothes from years past are holding up really well so I buy very little for Chloe.

Here are my updated Spring/Summer and Fall/Winter checklists:

Spring/Summer Clothing Checklist

Liam

o Sneakers

o Waterproof/sandals

o Rainboots

o Sunday Shoes

o ooo 3 PJS

o swimsuit

o hat

SUNDAY

o pants

o shirt

o sweater or vest

o tie

o oo 2 socks

6 Everyday Outfits

o 2 jeans

o 1 pants

o ooo 3 shorts

o oooooo 6 SS shirts

o hoodie

o oo 2 socks

Chloe

o Sneakers

o Waterproof

o Rainboots

o Sunday shoes

o Sandals

o ooo 3 PJS

o swimsuit

o hat

SUNDAY

o oo 2 dresses

o white tights

o sweater

6 Everyday Outfits

o jeans

o shorts

o bike shorts (for under skirts)

o oo 2 skirts

o oo 2 play-dresses

o ooooo 5 SS shirts

o hoodie

o oo 2 socks

Isabel

o Sneakers

o Flip flops

o Sunday shoes

o sandals

o ooo 3 PJS

o swimsuit

o hat

SUNDAY

o oo 2 dresses

o white tights

o sweater

6 Everyday Outfits

o jeans

o oo 2 shorts

o oo 2 skirts

o footless tights

o 1 dress

o ooooo 6 SS shirts

o hoodie

o oo 2 socks

Fall/Winter Clothing Checklist

Liam

o Sneakers

o Rain Boots

o Sunday Shoes

o ooo 3 PJS

o Coat

o Hat/Scarf

o Mittens

SUNDAY

o Suit

o pants

o  oo 2 LS shirts

o Sweater  or vest

o oo 2 socks

6 Everyday Outfits

o ooo3 jeans

o oo 2 pants

o sweatsuit

o oooooo 6 LS shirts

o hoodie

o oo 2 sweaters

o oooooo 6 socks

Chloe

o Sneakers

o Rain Boots

o Sunday shoes

o Mary Janes

o Dress Boots

o ooo 3 PJS

o Coat

o Hat/Scarf

o Mittens

SUNDAY

o oo 2 dresses

o oo 2 tights to match

6 Everyday Outfits

o oo 2 jeans

o sweatsuit

o oo 2 skirts

o play-dress

o oo 2 tights

o ooooo 5 LS shirts

o hoodie

o oo 2 sweaters

o oooo4 socks

Isabel

o Sneakers

o Rain Boots

o Sunday shoes

o Mary Janes

o Dress Boots

o ooo 3 PJS

o Dress Coat

o Puffy Coat

o Hat/Scarf

o Mittens

SUNDAY

o ooo 2 dresses

o oo 2 tights to match

6 Everyday Outfits

o oo 2 jeans

o sweatsuit

o oo 2 skirts

o 1 play-dress

o oo 2 tights

o ooooo 5 LS shirts

o hoodie

o oo 2 sweaters

o oooo 4 socks