literature-for-children

“Friends Forever” by Amy Ariel

Tue, 31 Jul 2012 19:25:49 +0100

Local St. Paul author Amy Ariel has written a charming novel that gives a glimpse of what life was like in St. Paul in 1912 and how that view might seem both familiar and alien to a contemporary child. In the process, the reader is transported, just like the character of Hannah, back to a world that makes us appreciate what we have now and anticipate with curiosity what may come in our future.

Our narrator is Abigail, a thirteen year old girl writing in 1916. She usually lives in St. Louis, but regularly spends summers with her aunt in St. Paul. Because her aunt has given her a journal for her birthday, Abigail has chosen to write about her own life and about an unusual day in 1912. On that day, an oddly dressed girl suddenly appears in the yard of Abigail’s aunt, changing the views of both girls forever.

Hannah, it turns out, was simply enjoying time in HER yard, 100 years in the future. Hannah is shockingly dressed by Abigail’s standards – she is in a sundress, in her bare feet. Once the two girls figure out the situation, they arrange to “normalize” Hannah for 1912 and spend some time getting to know each other.

The book provides a lovely sense of how things change and yet stay the same. Both girls are Jewish, and the practices that Abigail observes are familiar and comfortable to Hannah. Each girl talks about doing volunteer work at Neighborhood House; they just are dealing with different immigrant communities. Each has been taught to respect all people, regardless of how their race, religion, or gender. And each enjoys getting ice cream at the local soda shop. But eventually the fun must end so that Hannah can return to her own time and family – and so that she can discover an important surprise.

Ariel provides an interesting view of the Progressive Era in Minnesota from the eyes of the characters in this book. We meet Abigail’s aunt who has broken the usual expectations by becoming a professor, her Irish boarder Rose who aspires to be a doctor one day, and Rose’s mother who works cleaning house in what will eventually become the Governor’s mansion. These touches make the time period accessible for students who are curious about what St. Paul might have been like in a different time period than is often covered by their studies in school.

I would comfortably recommend this book for both boys and girls in this geographic area because the voice is unique and engaging. Regardless of the background of the students, this book helps readers learn how much impact a person’s actions can have on the history to come.

Disclaimer: I personally know both the author and the publisher of this book. Neither has asked me to read or review it.

“Into the Unknown” by Stewart Ross, Illustrated by Stephen Biesty

Fri, 27 Jul 2012 15:24:31 +0100

Exploration across human history has made us and revealed us as who we are: curious, adventurous, daring. “Into the Unknown: How Great Explorers Found Their Way by Land, Sea, and Air,” written by Stewart Ross and illustrated by Stephen Biesty, does an excellent job of capturing this side of humanity.

Ross has chosen an interesting spectrum of people to discuss, and not all of them are familiar household names. Because of his focus on journeys he deems “amazing,” he can choose people who might not otherwise show up—Pytheas the Greek, Admiral Zheng He, and Mary Kingsley among them. Yes, he does many of the expected people too, but I appreciated the diversity and the addition of something new to a topic often covered in the middle grades.

Accompanying Ross’s clear and informative text are Biesty’s amazing illustrations. Each section of the book has a fold-out section that usually includes a map of where the explorer went and a schematic illustration of the method of transportation. I learned a great deal about the various sorts of ships people used and how they changed over time, as well as more about balloons than I had known. My only concern about this book, however, is how well these fold-out sections will last the typical wear-and-tear use of a school library.

In spite of that reservation, I plan to acquire this book for my school. Many social studies classes look at exploration as a topic, and this book would provide a valuable set of information for students looking to stretch their knowledge.

Cross-posted at Camp Read-A-Lot

“The Unforgotten Coat” by Frank Cottrell Boyce

Thu, 05 Jul 2012 13:30:46 +0100

How does a child respond to a new classmate who is an immigrant from a very different part of the world? Frank Cottrell Boyce tackles this topic in his engaging and thought-provoking short novel, “The Unforgotten Coat.” Using first person narration and photographs, Cottrell Boyce draws the reader into the story of Julie – the “good guide” – and Chingis and Nergui – the new arrivals from Mongolia.

This book addresses many themes that teachers regularly want to address in a classroom: kindness, honesty, immigration, friendship, helpfulness, open-mindedness. It does so without the often preachy overtones that many such stories include. Chingis is NOT a paragon; he makes up stories, using his photographs, to create believable lies for his classmates in an effort to share a truthful sense of his feelings of separation from his past. Julie comes to realize her limitations as well. While she is a “good guide” in the sense that she can introduce the boys to what it is like to live in England, she fails to understand that guiding them back home after their adventure may not provide them with the security that they need.

In an afterword, the author tells an equally moving story – which is true – which inspired him to write this book. That story, and the explanation about the Reader Organisation for which Cottrell Boyce wrote the book, would also be worthy topics for discussion in the classroom.

Cross-posted at Camp Read-A-Lot

“If You Lived Here: Houses of the World” by Giles Laroche

Wed, 04 Jul 2012 18:40:26 +0100

“If You Lived Here: Houses of the World,” written and illustrated by Giles Laroche, provides lovely and informative looks at various houses throughout history and the world. The collages give intricate details that draw a reader in and make the accompanying text that much more interesting.

I have a few minor observations though. When I first looked at the book, I was confused by the very first house. Nothing in the title or on the cover made clear that Laroche was looking not just globally but also historically. That detail seems important to foreground, since I suspect most readers would be expecting contemporary dwellings.

I am also unclear on the way the particular geographic locations were chosen. The book ignores Australia and has only one house type each for South America and Africa. By contrast, seven of the fifteen house types are located in Europe. Again, what Laroche includes is wonderful. I just would like to understand the apparent omissions.

This book would be useful for classrooms that are learning about houses and different ways that people around the world have built them. Students could also try their hands at creating their own collages or other creative means to display different types of houses that they explore.

Cross-posted at Camp Read-A-Lot

“Never Forgotten” by Patricia McKissack, Illustrated by Leo and Diane Dillon

Mon, 02 Jul 2012 15:54:32 +0100

A book with richly textured illustrations and text, “Never Forgotten” tells a story mostly absent from the history of the African slave trade – the story of the people who were left behind. The imaginative and lyrical language of Patricia McKissack combines with the evocative and compelling images by Leo and Diane Dillon to create a story that assumes mythic depth.

The tale opens with the blacksmith Dinga choosing to raise his newborn son (whose mother died in childbirth) on his own, without remarrying. Yet he doesn’t quite raise the boy, whom he names Musafa, alone – he has the assistance of the four “Mother Elements” of earth, fire, wind, and water.

Each of these elements is crucial to Dinga’s profession as a blacksmith, and each provides her unique brand of mothering to young Musafa. He grows older and learns the skills of the blacksmith at his father’s side.

One fatal day, when Musafa does not return home from an errand, Dinga seeks help from the elements to learn what has happened to his son. Each element traces a part of Musafa’s journey into slavery, and each returns to share the story with Dinga. When Dinga eventually learns his son is not only alive, but also working as a blacksmith, he rejoices, much to the confusion of his fellow villagers.

This book would provide an interesting beginning to a unit on slavery in the United States or on the U.S. Civil War. As McKissack points out in her “Author’s Note,” this story has not really been told for children. This book rectifies that omission.

Cross-Posted at Camp Read-A-Lot

“Waiting for the Magic” by Patricia Mac Lachlan, illustrated by Amy June Bates

Wed, 27 Jun 2012 16:35:37 +0100

“Waiting for the Magic” is a sweet take on the ubiquitous talking animal story. Mac Lachlan’s tale with believable characters, both human and animal, is enhanced by the charming illustrations by Amy June Bates. The novel’s central message is that, for true communication to take place within a family, people need to listen. And here, in the family of human characters of William and Elinor, listening enables a person to hear the animals as well.

As the book opens, William and Elinor learn that their father has “gone away” to write. This isn’t the first time it happened, but for William this time is more serious because his father has written a note. Their mother’s reaction to whole issue is to troop the children off to the local animal shelter where they adopt a small herd of dogs along with a cat.

As the various family members begin to listen to their own feelings and each other’s, they learn that the animals talk to each as well as to the humans. Naturally (it is a kid’s book, after all), the youngest child is the first to hear and the parents are the last. (The grandparents seem “tuned in” as well.) Each of the animals has his or her own personality, and together they provide what this family needs to get through this crisis.

I would whole-heartedly recommend this book to the younger end of this spectrum of readers. Its blend of the magical and the real provides a delightful balance for those who like animals in their stories, but prefer a contemporary and realistic setting.

Cross-Posted at Camp Read-A-Lot

“Around the World” by Matt Phelan

Tue, 26 Jun 2012 17:14:03 +0100

Okay, I am starting with my quibbles first. “Around the World” is categorized both by our list and by my local public library as a “graphic novel.” Yet most of the book is based on fact and research. This left me wondering – is the category labeling a result of the form, or is there some fictionalizing going on that isn’t immediately apparent?

The unifying theme, such as it is, in “Around the World” is the idea of traveling around the world as individuals. Phelan taps into the craze of the late 1800s and early 1900s to explore the world by whatever means might be available. On that front, each of the stories seems to fit well: Thomas Stevens bikes, Nelly Bly travels as a “girl-reporter,” and Joshua Slocum boats alone.

The first two stories delivered pretty much what I anticipated. Stevens and Bly are both driven by a spirit of adventure and self-promotion to set out on their journeys, and their stories follow the expected trajectory.

Slocum’s tale, on the other hand, is very problematic. He seems driven by a sense of grief over the death of his first wife, even though he has since remarried. His story challenges the reader as well. As an adult, I sometimes had difficulty in figuring out which parts of the tale were flashbacks and which were hallucinations. I can’t really envision ten- and eleven-year-olds successfully navigating these narrative waters. (All puns intended.)

Phelan’s illustrations are the highlight of the book. They work well to convey these stories, and their tone conveys the sepia prints of the era. I guess I would have preferred either a greater clarity in Slocum’s story or perhaps a choice of a different adventurer.

Cross-posted on Camp Read-A-Lot

“Soldier Bear” by Bibi Dumon Tak

Thu, 21 Jun 2012 14:44:57 +0100

“Soldier Bear” is an entertaining but curious amalgam of fiction and history. Set mostly during World War 2, “Soldier Bear” follows a group of Polish soldiers, displaced by the Nazi invasion of their homeland, and their animal mascot, Voytek the bear.

This book is billed as fiction, but draws on an actual historical event. The author includes photos of Voytek and some of human and animal friends. As an adult, the choice to call this fiction made me wonder—how much is true? What exactly caused it to be labeled fiction?

I suspect, though, that a typical student reader would have few of these qualms. The book provides some good insights into what life is like for soldiers in general and for these soldiers in this era in particular. The story is highly engaging—Voytek is quite a lively character, and his Polish friends are clearly devoted to him. Voytek becomes an important symbol to the men—he is made an official Polish soldier, and his image is embossed on their troop badge.

I do wonder what sort of children would be drawn to this book. I’m not sure that it would have the broad appeal of most “animal” books. Because Voytek is taught to drink beer and eat lighted cigarettes, I can hear the animal lovers reacting with outrage. More likely readers would be students who are interested in reading about soldiers and war. Such readers would learn about both the boredom and the brutality of war.

Cross-posted at Camp Read-A-Lot

“Bread and Roses, Too” by Katherine Paterson

Wed, 20 Jun 2012 18:24:16 +0100

like historical fiction. Sometimes children like it too. But often, I find, children’s historical fiction reads as if it were written according to some curricular checklist, to fit a particular set of standards in the most careful and efficient fashion possible.

“Bread and Roses, Too” by Katherine Paterson seems just such a novel. Here’s the checklist I envisioned.

Will it appeal to both boys and girls? Yes, it will, because it uses Rosa and Jake as protagonists.
Does it convey important ideas about a specific historical event? Yes, it is about the 1912 Lawrence Textile strikes.
Does it address important social issues of the day? Yes, it explores immigration, ethnicity, poverty, education, alcoholism, child labor, labor unions, becoming orphans, etc.
Does good ultimately win over evil? Yes, the union wins concessions from the factory owners and Jake’s abusive alcoholic father dies.
Does it have a happy ending? Yes, Rosa is reunited with her mother and siblings, and Jake gets a new home, family, and career.

Now, I confess that these issues have been important to me as a teacher. I can understand why an author might work to fit a story into these “needs.” Sometimes, though, my cynicism grows to the point where I step back and evaluate my reaction.

Ultimately, if the book resonates, the formula doesn’t matter so much. Other historical novels, such as “The Evolution of Calpurnia Tate” or “Bud, Not Buddy,” work because they feel authentic. Readers care about the characters and learn about the history as a result. By that standard, “Bread and Roses, Too” falls short. The characters simply felt too much as if they had been designed by committee. I didn’t believe in them, and as a result, I didn’t find the book that compelling.

Cross-posted at Camp Read-A-Lot

“Lemonade and Other Poems Squeezed from a Single Word” by Bob Raczka

Tue, 19 Jun 2012 17:27:39 +0100

Like Marilyn Singer’s “Mirror, Mirror” before it, Bob Raczka’s “Lemonade and Other Poems Squeezed from a Single Word” uses a special, somewhat gimmicky hook to interest reader in poetry. Singer uses the form of the reverso (see my review here), while Raczka creates poems out of single words. In each case, the poet’s self-imposed restrictions provide a special challenge to making meaning and art.

Raczka’s technique inherently limits the poem’s topic, length, and depth. Sometimes that concision aids the poem, and sometimes it doesn’t. Many of the poems are creative and engaging: I particularly enjoyed “Constellation,” “Halloween,” and “Snowflakes.” Perhaps not coincidentally, those titles are longer words which provide the writer with more material to work with. Other poems, like “Minivan” and “Friends,” just seem silly and trite. But then again, I am not really the targeted audience.

Initially, I worried that the page layout would prove too challenging for most students because the poet kept the letters in a column under the title spots and on separate lines. (This description will make sense once you’ve seen one of the poems.) Luckily, the book is set up so that a more straight-forward printing of each poem is on the back of the page. This layout allows the reader to puzzle through the poem, but also to double-check the reading on the flip side.

I can very easily see students warming up to this construct for creating poems. Historically the role of meter and rhyme were to provide shape and structure for the ideas that poets shared. Singer’s reversos and Raczka’s single word poems similarly use formal constraints to shape their ideas. I would certainly use some examples from this book in a poetry unit with this age group. As a school librarian, though, I would feel some queasiness at spending $16.99 for such a slim volume.

Cross-posted at Camp Read-A-Lot 2012