Plato’s Allegory of the Cave Lesson | IB MYP & ELA Resource

Educational non-profits like the International Baccalaureate and others do a good job of standardizing practices that teachers have been using for decades — perhaps even generations. I made a lesson resource on teaching Plato's Allegory of the Cave. And it has served me well as an educator. However, I wondered if it would hold up to IB standards for the Middle Years Program and beyond. Let's see.

— Greig from Stones of Erasmus

---

I wondered aloud: Does "The Cave" lesson align with MYP by linking communication, perspective, and inquiry on truth? It does. Let’s break it down using International Baccalaureate language.

Image Credit: Stefano Pollio

IB Middle Years Program (Language & Literature)

Let’s think about how the Cave lesson ties to the IB’s scope: The IB MYP spans ~Grades 6–10 (Years 1–5). While I think it does a good job aligning standards to this grade band, it also works really well with Grades 11–12; Check out the end of this post — I include an optional IB Diploma Program bridge at the end.

Unit framing (ready to paste into the International Baccalaureate proprietary learning management system ManageBac/Atlas)

• Subject group: Language & Literature (since IB schools use scores of other resources, please know that this lesson on the Cave can co-badge with Individuals & Societies)
  

• Key concept: Communication (how representations convey/shape meaning)

• Related concepts: Perspective, Representation, Intertextuality

• Global context: Personal & cultural expression (how ideas of truth/reality are expressed)

• Statement of inquiry: Representations of reality shape what we accept as truth.

• Inquiry questions

• Factual: What is an allegory? What happens in Plato’s cave?

• Conceptual: How do perspectives and media filter our perception of reality?

• Debatable: Are images and stories reliable ways to know what is “real”?

Approaches to Learning Skills (explicit teach/track)

• Thinking: critical & creative (evaluate claims; generate analogies), transfer (text-to-world/media).

• Research/Media literacy: source purpose, bias, provenance (incl. film clips, diagrams).

• Communication: organizing ideas for oral seminar; crafting clear analytical paragraphs.

• Self-management: goal setting for seminar roles; exit tickets for metacognition.

Learning experiences (adapting the Stones of Erasmus flow to the IB MYP)

1. Hook/Do-Now (5–7 min). Quick write to Essential Q (How do I know what’s real?)—keep. Tie to SOI/inquiry questions.
   

2. Close reading (15–20). Read the plain-language text of The Cave; annotate symbols and shifts (chains/shadows/fire/sun/return). Pair-share a gist paragraph. Note — all of these resources are turn-key and ready to go in the Stones of Erasmus learning resource.

3. Guided discussion (15). Use Qs 1–3; introduce Two Worlds chart with a Socratic “hot seat”: defend/critique Plato’s hierarchy (knowledge vs. opinion/images).

4. Intertextual link (10). Matrix/Truman Show clips; students record claim-evidence-reasoning on an organizer (media as “cave”).
   

5. Exit ticket (3–5). One way the allegory appears in their world (social media, VR, advertising).

---

Summative Assessment Ideas (MYP Years 2–5)

Task A — Literary analysis paragraph/mini-essay

Prompt: Explain how one symbol in the allegory develops Plato’s claim about reality and knowledge. Use precise textual evidence.

• Assesses: Criterion A (Analysing) & D (Using language)
  
  

• Success criteria (adapted from levels 5–8):
  
  

• Adept selection of evidence; clear explanation of how form (allegory/symbol) creates meaning; coherent argument; accurate, sophisticated language.

Task B — Socratic seminar with media comparison

Prompt: To what extent is the “cave” a useful metaphor for today’s media environments? Bring one outside example.

• Assesses: Criterion A (Analysing) & C (Producing text—spoken)
  
  

• Products: Pre-seminar position card (organized notes), 10–15 min seminar, reflective paragraph on shifts in your view.
  
  

• Criteria emphasis: Organization for purpose/audience; development and synthesis of ideas; clear oral expression and active listening.

Task C — Creative representation + rationale

Prompt: Redesign the cave metaphor for a modern context (comic strip, infographic, micro-fiction, short video) and write a 300–500 word rationale justifying your choices using allegory terminology.

• Assesses: Criterion C (Producing text) & D (Using language)
  
  

• Criteria emphasis: Purposeful structure, stylistic choices, vocabulary control, explanation of creative decisions using subject language.

Optional extension (Year 5): Comparative analysis of Plato and a contemporary thinker on reality/representation (e.g., Baudrillard excerpt), meeting A & D at higher sophistication.

---

MYP Criterion for The Allegory of the Cave in Plain Language

Stones of Erasmus resource element	MYP objective(s) it best serves	Notes / quick tweaks
Plain-language reading & gist	A (identify explicit/implicit ideas); D (accurate vocabulary)	Keep gist but add a one-pager of tiered vocabulary with sentence frames.
Comprehension Qs 1–15	A	Convert some to text-dependent “how/why” prompts to push analysis (Aiii).
Discussion Qs 1–6	A, C, D	Add discussion norms & roles for equitable talk.
Two Worlds chart	A	Add a mini-task: students critique or revise the hierarchy (does art only belong “below the line”?).
Suggested lesson plan	All (formative sequence)	Insert explicit ATL callouts and success criteria per activity.
Sample student visuals/notes	C, D	Keep creative outputs; add a required rationale paragraph (Cii/iii).

---

Quick MYP-ready Rubrics Ready-to-Use

• Criterion A (Analysing)
  
  

• 7–8: Perceptive analysis of content/technique/context; well-chosen evidence; insightful conclusions.
  
  

• 5–6: Effective analysis with relevant evidence; clear conclusions.
  
  

• 3–4: Some analysis; uneven evidence.
  
  

• 1–2: Limited comprehension/description.
  
  

• Criterion B (Organizing) (use for essay tasks where structure is assessed)
  
  

• 7–8: Purposeful organization; cohesive paragraphs; effective referencing.
  
  

• ... (scale down similarly)
  
  

• Criterion C (Producing text)
  
  

• 7–8: Sophisticated choices for purpose/audience; coherent development; engaging style.
  
  

• ...
  
  

• Criterion D (Using language)
  
  

• 7–8: Precise, varied vocabulary; accurate grammar; subject-specific terms used effectively.
  
  

• ...

---

Differentiation & inclusion (MYP-aligned)

• Scaffolds: dual-coding (images + text), guided annotations, sentence starters for claims/rebuttals, glossary for allegory, epistemology, empirical, abstract.
  

• Extensions: add a primary-source excerpt from Republic Book VII for close reading; student-led colloquy on whether art belongs “below the line.”
  

• Wellbeing: pre-teach the “killing the freed man” as allegorical; offer opt-out from that specific detail if needed.

---

Strengths & Suggestions and Growth Areas

Strengths

• Clear essential question and high-interest, accessible retelling—excellent for mixed-readiness classes.
  
  

• Ready-to-use discussion/comprehension sets + answer keys; strong entry into philosophical thinking for ELA.
  
  

• Authentic classroom provenance with student artifacts and teacher reflections (credibility + practicality).

---

Optional bridge to Grades 11–12 (IB DP)

• TOK: Knowledge question—To what extent are sense perceptions reliable ways of knowing? Link Areas of Knowledge: The Arts vs Human Sciences using the cave as metaphor

• Language A: Literature: Paper-2 style comparative prompt on representation vs. reality across texts/films.

PDF Copy for Printing

Wax Tablets & Ramen Dreams: Horace’s Hustle Through School in Ancient Rome

Horace

In this post, I trace Horace’s wax‐tablet hustle and Cicero’s scroll‐toting swagger to today’s laptop lectures and TikTok chats, proving student life — status symbols, gossip, and big dreams — still beats with the same ancient pulse.

Why Horace’s Father Snubbed Rome’s Elite Prep School

“He wouldn’t send me to Flavius’ school, where the fine lads —sons of proud centurions — strode in with satchels and tablets on their left arms, eight coins of tuition clasped in hand on each Ides.”

—Horace, Satires 1.6. 75-79 

From Clay Tablets to Campus Chats: Student Life in Ancient Rome vs. Today

In ancient Rome, heading to school meant carrying a tablet — and no, not the digital kind. Roman poet Horace dryly noted that wealthy students strolled to class with wax tablets and leather satchels, ready to pay their monthly tuition. Horace, however, didn’t come from money. His father, a freed slave, scraped together enough to send him to Rome for a proper education. Think of Horace as the scholarship kid living on the ancient equivalent of ramen and PB&J, while his classmates showed up with nicer gear and more lunch money.

Cicero, by contrast, grew up in an upper-middle-class family and received a top-tier education in literature, philosophy, and rhetoric. He likely had the finest tablets, an arsenal of scrolls, and perhaps even a capsarius — a servant to carry his school supplies. Imagine having someone attend class and take notes for you! Later in life, Cicero did just that, hiring his enslaved secretary, Tiro, to take dictation in shorthand. You could say he managed to outsource his homework after all.

Fast forward two millennia, and students now tote sleek laptops instead of wax tablets. But one thing hasn’t changed: the tech you carry still signals status. School has always been a social arena, where cool gear gives you a boost — whether it's the latest MacBook or a particularly fine stylus.

When it came to staying in touch with home, Cicero would’ve envied our instant messages and video calls. He once received a letter from Syria after 27 days. Imagine waiting over a month to hear from your mom! In an age of TikToks and texts, we forget that “mail” once meant a horse and a lot of hope. But even then, students grumbled about slow replies from home.

---

Gossip, Reputation, and Parental Oversight

Classrooms, ancient or modern, are more than places to learn — they’re breeding grounds for gossip. Horace took pride in avoiding slander and credited his father’s watchful parenting for keeping him out of trouble. “He guarded my innocence,” Horace wrote, recalling the day his father walked him to school. It turns out campus rumors aren’t a modern invention. Back then, a clever insult could be scribbled on a wax tablet and passed around — the Roman equivalent of a subtweet.

Horace’s father understood the risks of student life. He personally escorted young Horace to class and even sat in on lessons to shield him from bad influences. Today’s parents may not accompany their kids to lectures, but they show up at orientation, worry about safety, and dream big for their children’s future — often hoping they’ll be the first in the family to earn a college degree.

Horace’s father, once enslaved, dared to give his son a gentleman’s education — a radical act that still resonates. Like many modern parents, he saw learning as a way out, a step up, and a gateway to independence. And just like today, a student’s reputation mattered. Horace was proud no one could accuse him of greed or debauchery. Maintaining a good name was as vital in the Roman Republic as it is on today’s campuses — whether through whispered rumors or viral posts.

---

Rhetoric, Romance, and the Eternal Student Struggle

No PowerPoint? No problem. Roman students like Horace and Cicero gave speeches from memory — a high-pressure task that trained them for life in politics or public service. Rhetorical exercises were central to elite education, and being able to speak on the fly was the gold standard. Public speaking still makes palms sweat today, even if we now have slides and teleprompters to lean on.

Of course, student life isn’t all essays and exams. Horace’s poetry often reveals a heart caught up in love. In one Ode, he daydreams about a faithful lover — a glimpse into his emotional world that feels all too familiar. You can practically picture him in Athens, juggling crushes and classwork, trying to become a famous poet while nursing heartbreak.

Sound familiar? Modern students are still navigating late-night study sessions and love lives. Whether it’s a classmate who catches your eye or a messy breakup during finals week, the collision of romance and responsibility is timeless. Horace’s longing for a girl under the porticoes of Athens mirrors the modern dilemma: chase your dreams, but don’t flunk out while doing it.

And outside the classroom, Horace dabbled in extracurriculars — namely, writing poetry and briefly serving in Brutus’s army after Caesar’s assassination. Today’s students join clubs or advocate for causes. The urge to make a difference while balancing coursework? Eternal.

---

Changing Times, Timeless Traditions

So, what’s really changed since the days of Horace and Cicero? Scale, diversity, and freedom. Roman schools were small and socially exclusive. Today’s universities welcome students from all backgrounds, cultures, and genders — a scale and inclusivity Rome never imagined.

Freedom of choice has also evolved. In Horace’s time, education often locked students into a career path chosen by their family. Poet Ovid famously griped that his dad wanted him to be a lawyer — but he just wanted to write. Horace, too, chose poetry over politics, thanks to support from his patron Maecenas. It was a risky move, akin to turning down med school to join a garage band — but it was his dream.

Marriage expectations? Also very different. Rome pushed young adults into arranged marriages that served economic or political interests. Horace avoided that trap and remained a bachelor — even as Augustus tried to legislate marriage into fashion Horace managed to avoid that fate – he never married, remaining a bachelor with no kids. (Suetonius reports that Augustus Caesar passed laws against bachelorhood, essentially nudging men like Horace to marry and produce heirs, but Horace still did his own thing). Today, we marry (or don’t) on our own timeline. Education now symbolizes personal freedom rather than civic obligation.

Still, the heart of school life beats with familiar rhythms. Students today, like Horace and Cicero before them, juggle studies and social lives, battle homesickness, crave independence, chase ambition — and occasionally fall in love. Whether you’re writing verses in Latin or pulling an all-nighter in Python, you’re part of a tradition as old as civilization itself.

---

Same Human Story. Different Tools.

Clay tablets have become iPads, scrolls replaced by PDFs, and letters by instant messages. But the student experience — learning, laughing, gossiping, dreaming — remains remarkably unchanged. Horace and Cicero might raise an eyebrow at modern campuses, but they'd surely recognize the thrill, stress, and promise of student life.

Two thousand years on, we’re still trying to get to class on time, still trying to find our voice, and still wondering if the person three rows down might text us back.

Works Cited (MLA):

• Cicero, Marcus Tullius. Letters to Atticus, translated by E. O. Winstedt. Gutenberg Project, 1921. (Letter of Aug. 15, 47 BC, showing a 27-day transit of a letter).

• “Cicero.” NumberAnalytics Blog, 28 May 2025, pp. 1–3. (Early life of Cicero: wealthy equestrian family, top education).

• Horace. Satires I.6, c. 35 BC. (Horace on school: wealthy kids with tablets; his father’s protective guidance).

• Horace – Biography. Academy of American Poets, Poets.org. (Horace’s background: son of a freedman; finest school in Rome by Orbilius).

• “Horace: The Son of a Slave Who Became Rome’s Leading Poet.” World History Encyclopedia, edited by Donald L. Wasson, World History Encyclopedia, 2020. (Horace’s later life: patronage of Maecenas; remained unmarried despite Augustus’s law).

• New York Public Library Digital Collections, The Miriam and Ira D. Wallach Division of Art, Prints and Photographs: Print Collection. Horace. 1800-1910.

• “Ovid.” World History Encyclopedia, edited by Donald L. Wasson, 2017. (Ovid’s early life: father urged him toward law and politics over poetry).

• “Roman Education.” World History Encyclopedia, World History Publishing, 2019. (Overview of Roman schooling: students’ equipment, use of slaves, rhetorical exercises).

• Tiro, Marcus Tullius. Wikipedia, Wikimedia Foundation, last modified Jan. 2023. (Cicero’s secretary Tiro and his duties: taking dictation, managing correspondence)

PDF Copy for Printing

5 Classroom Strategies That Actually Work (Even Without a Rubric)

Five Things I Do in My Classroom That Just Work

(Even if there’s no rubric for them)

There are things I do in my classroom that just work—but I’m not sure there’s a teacher rubric for them. Maybe they’re not “standard” in education. Still, I do them anyway.

1. I give out stickers.

I know, I know. I’ve read all the teacher blog posts and watched the TikToks that say: “Get rid of the cute stuff. Kids need consistency, not stickers.” And I get it. I don’t hand out a sticker every single class period. But I do love giving out stickers. Cute ones. Fun ones. The kind that make a kid smile. And guess what? It works—with seniors, with middle schoolers. Kids like stickers. I like stickers. It’s a small gesture that makes the classroom feel human.

2. I build consistency—but I’m not married to the format.

Yes, I believe students need to know what to expect when they walk into the classroom. Maybe it’s a predictable structure: a warm-up on grammar, a chapter discussion, small group work, and an exit ticket. That kind of rhythm can be calming. But I also think it’s okay to play around with the model sometimes.

For example, sometimes I lecture. I know that’s considered a dirty word in modern pedagogy, but sometimes students need direct input. A 10–15 minute mini-lecture—on something visual and engaging, like Raphael’s School of Athens—can be powerful. Talk about Plato and Aristotle in the center, point out Raphael’s self-portrait. Deliver it like a college professor would. Then have students write Cornell notes, draft questions, or summarize the lecture. Students need input and output. The balance matters.

3. I prioritize discussion—and I make it real.

I love classroom discussion, but I know it can fall flat if the setup isn’t right. Sometimes teachers over-protocol it. Other times, the discussion questions just aren’t juicy enough. You’ve got to trust your kids and ground the discussion in something compelling.

Here’s a simple method that works for me: I put a theme on the board and ask students to find three textual moments that relate to it. I give them three minutes. Then I pull names from tongue depressors (old-school but effective). Each student shares one quote, and then we discuss it: “What do you think?” “What does someone else think about that?” “Who has a counter-opinion?” It’s structured, but not rigid. And it opens up rich conversations.

Sometimes, we skip the text entirely and go for the big questions:

1. What is the meaning of life?
2. How do you know if someone is truly your friend?

Those social, philosophical moments build community. They’re worth the time.

4. I preview everything.

One hard-earned lesson: Always preview activities with students. I used to spring things on them and then get frustrated when it didn’t go well. Now I let them know:

“Tomorrow we’re having a discussion. It’ll be 20 minutes, after our book work. No homework, but check Google Classroom if you want to see the questions ahead of time.”

Previewing helps students mentally prepare. And if I know certain students might struggle, I make a point of checking in with them ahead of time.

5. I believe in co-teaching—and wish more schools did too.

I’ve worked in co-teaching models, and I’m convinced: this is the future of education. The biggest problem in schools today is what I call scope creep. You start out as a sixth grade ELA teacher. Suddenly you’re also the debate coach, an advisor, the parent liaison, the field trip organizer… It’s too much.

Instead of pouring money into layers of admin, why not invest in teachers? Every class could have two teachers. Cap class sizes at 21. Let APs and coaches teach. Let co-teachers build a shared scope and sequence, check in weekly, and split responsibilities. I’ve seen it work. It can be transformative.

But instead, too many schools gaslight teachers:

“I don’t know why this class isn’t working out for you…”

Maybe because you’re expecting one human to do the work of three?

Final Thoughts

I’m not saying there’s one perfect way to teach. But I know what works for me. Stickers, mini-lectures, juicy discussions, transparent expectations, and a genuine co-teaching model. These things aren’t always in the playbook—but they should be.

PDF Copy for Printing

🎭 Out of Order in the East Village: Carl Holder’s Beautifully Disheveled One-Man Show

Image Credit: Most Unwanted Productions © 2025

Last night, I found myself in a basement in the East Village—The Basement, to be exact—watching Carl Holder perform Out of Order, his one-man show that unfolds, quite literally, out of order. What follows is my reflection on a play that’s part sketch, part confession, and wholly committed to the idea that live performance still matters in a fractured world.

Tonight, I saw Carl Holder’s play Out of Order in the East Village, at a venue called The Basement—because, quite literally, it’s in a basement. At the start of the show, Carl claims that when he turned forty, he realized he could no longer write theater. I mean, this is coming from someone who is clearly an accomplished playwright, a teacher, and someone who has devoted his life to the theatrical arts. That moment in the show could have fallen flat—it risks sounding like artifice: the artificer talking about his artifice. It’s like if God came down and said, “I built this world, and I’m proud of it, but I think I’m done.” But it doesn’t really play out that way.

Carl is genuinely heartfelt. You get the sense that he’s someone who thinks and feels deeply. In one sketch, he talks about his upbringing—how he mimicked characters from TV and movies, acting before he even knew what acting was. That rang true. Maybe it’s a universal experience—this intuitive pre-interest in something, even before we have a name for it. The world calls it being alive. Or maybe it’s like falling in love with a profession before realizing it is a profession.

I really appreciated that thread throughout the show. And yes, it’s called Out of Order because it’s literally presented out of order. A clear bowl sits in the center of the stage. Carl pulls cards from it, each with a word or phrase that reminds him of what to do next. There’s a sort of automatism to it—like a carnival of surprises. And there’s audience participation, too. In fact, it’s the only play I’ve attended where no one told us to turn off our phones. There’s even a moment when he asks us to take a photo—so of course I snapped one and posted it.

This isn’t the first time I’ve seen the show. I caught an earlier version at a bird sanctuary—yes, really—earlier this year. So I got to witness its evolution. The essence is still intact. It’s a one-man show, intimate, monologue-driven, though in this version, there’s a concession agent who plays a minor but delightful role—something new since the first time I saw it.

The production reminds me a bit of Wes Anderson, in its meta-awareness of its own performance. It plays with theatrical conventions while still tugging at something sincere. At its heart, I think the show is about failure—or the feeling of failure. It’s about wondering whether you’re enough. Carl seems to suggest that creatives—those who crave expressive outlets—often carry a persistent emptiness. Others might turn to drugs, alcohol, or sex; Carl turns to self-deprecating humor and radical vulnerability. Even the New York Times blurb picked up on that emotional core: it’s heartfelt, not hollow. It doesn’t feel fake.

There’s a moment where Carl reads from what appears to be his actual bank statement. And you find yourself wondering: Is this real? Is he really with Bank of America? That’s the magic of live theater—it can hold a mirror up to its audience. And that’s always been part of theater’s purpose, right? We’re watching, but we’re also being watched. And we start to ask: Is he talking about me? Am I the one in need of catharsis?

Carl even gives us a tongue-in-cheek run-through of classic dramatic structure—exposition, rising action, climax, falling action. He’s a consummate artist, and this one-hour-and-a-half performance he’s created in the Village is truly worth seeing. I believe it’s running for just eight more days, so time is of the essence. I’ll include the details below.

As someone who loves going to the theater—but isn’t a theater-maker myself—Out of Order reminded me why we go at all. I love the premise: a playwright unsure how to write a play. Carl talks openly about rejection—by grad programs, directors—and his own dogged desire to act. He presents many of the familiar tropes of being an actor today: the side hustles, the service jobs, the dreams of “making it.” But I don’t think Carl is chasing fame or fortune. I think he genuinely loves the theater. And it pains him when others don’t.

I’ll admit I have some bias—Carl and I used to work together when he was a theater teacher. So yes, this experience felt personal. There’s something really special about watching someone you know put themselves out there so fully. There’s a rawness to it, like a kid performing for their parents—but also a star putting on a show. The production loves its audience. Even when Carl awkwardly insists we post photos on social media—well, that’s the world we live in now.

Carl Holder's play Out of Order features numerous audience participation moments.

I loved this show. I really did. It raises vital questions about what it means to be productive in our increasingly fractured society. Maybe theater is more necessary now than ever—especially as arts programs are slashed, and creativity is under siege. In a world where people are dividing along ideological lines, Out of Order reminds us what it means to be human (with bills to pay).

So yes. Buy a ticket. Go see the show. Or claw your way in. It’s chaotic good. And it’s worth it.

Production Notes:

Written and Performed by Carl Holder

Developed with and Directed by Skylar Fox

Presented by Most Unwanted Productions

Out of Order

PDF Copy for Printing

3 Random Books from My Shelf: YA, Butts, and Hurricane Katrina 📚✨

Hey y’all — happy Fourth of July! 🇺🇸

I was going through my books and grabbed three totally random picks from my personal library that I just had to share. Ready for a little literary detour?

📖 1. Fade by Robert Cormier

I read this one back in middle school. Cormier used to be the top dog in YA fiction. This book? Absolutely wild.

Imagine if you could turn invisible — now imagine every moral dilemma that comes with that. It gets real dark, real fast. I remember thinking, Oh my god, he really went there. It’s a book that dares to ask what you’d do if no one could see you — and whether you could live with the consequences. Not sure if it’s still in print, but it left a lasting impression on me.

📘 2. The Rear View: A Brief and Elegant History of Bottoms Through the Ages by Jean-Luc Hennig

Yes, it’s a whole book about butts — and I love it.

Surprisingly informative and smart, this nonfiction gem takes a historical jaunt through art, culture, and anatomy. It’s short, cheeky (pun intended), and honestly, great summer reading if you’re into quirky history or cultural studies.

🌊 3. The Great Deluge by Douglas Brinkley

I’m from New Orleans, so this one hits close to home.

Everyone remembers Hurricane Katrina, but not everyone knows the whole story — the systemic failures, the botched emergency responses, and the heartbreaking human toll. Brinkley, a Tulane historian, digs deep. What’s especially eerie is how the worst flooding didn’t happen during the storm — it was the next day, when man-made levees failed.

This is a book I’ve read multiple times. It’s worn, dog-eared, and one of the most important works about a tragedy that shaped my life and my city.

Anyway — those are my three picks! Hope you find something new to read.

And yes, I’m wearing my Dionysus T-shirt. 🍷😎

#BookshelfTour #YAfiction #NonfictionNerd #NewOrleansHistory #FourthOfJulyReads #StonesofErasmus

PDF Copy for Printing