A family builds a strong little house in the countryside, dreaming of their descendants living in her. The little house is happy in the countryside, watching the changing seasons as the years come and go.
Over time, things begin to change, though. Other farms are built around the little house, but then, a big road is built, and the little farms gradually give way to suburbs.
Eventually, the houses around the little house turn into bigger houses and apartment buildings. As time goes on, the little house is no longer in the countryside or even the edge of the city, but it’s actually engulfed by the city itself.
The city becomes more and more crowded with taller and taller apartment buildings, more roads and trains, and crowds of peoples. The little house stands empty and becomes run-down. She can hardly see the sky and can’t feel the changing of the seasons the way she used to because there isn’t much nature around her to sense changing.
Fortunately, the little house is rescued from this terrible situation. One day, the great-great-granddaughter of the man who built the house spots the little house in the city and recognizes it as the one her family owned. When she and her husband look into it, they verify that this is her family’s old house, and they decide that they want to move it to the countryside, like when her family lived there.
Because the little house was built so strongly, they’re able to move it intact to the countryside. The little house is happy to once again live in the countryside with the family who always loved her!
The book is available to borrow and read for free online through Internet Archive.
My Reaction
This vintage picture book is about the nature of change. Growing cities do expand into the countryside around them, so a house that was once outside of the city is gradually touched by and then engulfed by the nearby city as it expands. Readers get the feelings of the house as the world around her changes. At first, she’s a little intrigued by the city and isn’t sure if she likes it or not, but as the city becomes overcrowded, the house is neglected, and she can no longer sense the seasons, she decides that she doesn’t like it. When things change for the house again, she is relieved.
I remember this story from when I was a kid, and I remember feeling sad when the poor house was run-down and neglected in the city, surrounded by the towering apartment buildings. However, the book has a good ending. Houses can be moved, and the family that once owned this house remembers it and rescues it from the city, moving it to the countryside, where they all feel more at home. Things change, but sometimes, they change for the better. The house can’t move itself when it isn’t happy, but the family gives it the help and attention it needs.
When I reread this book as an adult, it suddenly occurred to me that this book was originally published during WWII, when the world was changing in some very scary ways. I think a book like this might have been reassuring to children of that time. Life is full of changes, but sometimes, things can change for the better again.
The House of Four Seasons by Roger Duvoisin, 1956.
A family is searching for a house to buy in the countryside. They find one they love, but it needs some fixing up. Along with the repairs, the house needs a new coat of paint.
Different family members have different ideas about the best color to paint the house. Little Suzy likes the idea of painting it red with green shutters because she thinks that would look wonderful in the spring. Billy likes the idea of making it yellow with purple shutters, which would be great in summer. Their mother like the idea of a brown house with blue shutters because she thinks that would look great in autumn. Father suggests a green house with orange shutters because he thinks that would be colorful in the winter, when it snows.
They talk over the different possible color combinations, and Billy suggests that each of them could have their colors on a different side of the house. He says that they could call it the House of Four Seasons. However, when they go to the hardware store, they learn that the store only stocks three colors of paint – red, yellow, and blue.
At first, the children in the family think they can’t have their House of Four Seasons with only three colors, but their father buys some of each color and shows them how the colors combine to make different colors. By mixing two colors together, they can also make orange, green, and purple. If they mix all three together, they can get brown.
That covers all of the colors they originally thought of using, but there’s one more thing that Father points out. Although mixing all three colors of paint gives them brown, white is also the sum of all colors. That gives them a color they can all agree on!
My Reaction
I liked how the book demonstrated color combinations and how mixing primary colors make secondary colors. It is true that, when you mix all the primary colors of paint, you typically do get a brown color. Technically, according to an art class I once took, you’re supposed to get black by mixing all colors, but it usually doesn’t work out that way because the colors aren’t entirely true hues.
I’ve thought before that it’s interesting how, when it comes to paint, black is supposed to be the sum of all colors and white is often considered blank, the absence of color, but the opposite is true when it comes to light. These two ways of mixing colors are called “additive” and “subtractive” – mixing colors of light is additive and mixing physical colors, like paint, is subtractive. That’s really what the father in the story demonstrates, how different colors blend to form white visually with light, although he doesn’t really explain the additive vs subtractive color systems concept. If you’ve ever done web design, you’ve used the additive color mixing method with hexadecimal colors. Black in hexadecimal is #000000, the complete absence of all colors, while white is #FFFFFF, the full amount of all colors.
As fascinating as that is, though, I have to admit that I wasn’t entirely satisfied with the choice to paint the house white. Part of it is that it won’t stand out in the snow when it’s white, and part of it is that they just paint the shutters green without any discussion about it, but mostly, it’s because … the hardware store doesn’t sell white paint. They clearly stated that the hardware store only has three colors of paint – red, yellow, and blue – no white. They also can’t combine those colors to make white because they already demonstrated that combining those three colors makes brown. Combining colors to make white works with light but not paint.
It’s still a fun story that has some educational quality, but yeah, I realized that the proposed plan to use white paint actually wouldn’t work. Unless, of course, they just go to a different hardware store, one that has a wider paint selection.
The pictures really make this story stand out as being from the 1950s. The father is smoking a pipe, which is uncommon these days and almost never depicted in 21st century children’s books. Even in the late 20th century, when I was young, people were cracking down on depictions of tobacco use in children’s books and movies to discourage children from normalizing tobacco and using it themselves. The overall art style of the book is typical of the mid-20th century, but it has a full range of colors, in keeping with the theme of the book. Some other mid-20th century books were printed with limited color range.
I liked seeing the house depicted with the different color combinations that members of the family imagined, and I enjoyed how they associated the color combinations with different seasons of the year. Some of their color combinations are very unusual, like yellow and purple together on the house. Few people would choose such a combination in real life, although yellow and purple are complementary colors on the color wheel. So are red and green, the color combination that the daughter of the family would have chosen. I thought that it was interesting that the color combinations the family considered were all either complementary colors or leaned in that direction, although they never mentioned it in the book or explained what complementary colors are. Complementary colors are directly opposite each other, and they can be used to create contrast and visual appeal.
One of the things I like about seeing the different color combinations is that it invites children to consider what color combinations they would choose themselves. It reminded me a little of Katy Comes Next, where readers get to see the wigs, doll eyes, and doll clothes that Ruth chooses among for her doll, Katy, and imagine which ones they would choose. I think kids like to see different possibilities and consider their choices and favorites.
Basket Moon by Mary Lyn Ray, illustrated by Barbara Cooney, 1999.
An eight-year-old boy lives in the countryside with his parents, and his father makes baskets to sell in the town of Hudson in New York. The boy has never been to town before, and he wants to go, but his father always says he’s too young.
His father has taught him which trees are best for wood to make baskets, and he watches his father and the other men who live in the area gathering it. He’s also watched his father weaving baskets, and he starts to weave baskets of his own. When he turns nine years old, his father decides that he’s old enough to go to town with him to sell the baskets.
They sell their baskets to a hardware store, and they buy some supplies their family needs. The boy marvels at all the new sights around him. However, as he and his father are heading home, a man teases them about being hillbillies who only know how to make baskets. The boy’s father ignores them, but the boy is bothered by what the man said.
For a time, the boy no longer wants to make baskets, thinking that it’s something that only hillbillies do, like the man in town said. However, when the boy kicks over stacks of his father’s baskets in anger, they don’t break when they fall, and he sees that his father makes strong, high quality baskets. His mother and one of the other men who works with the boy’s father talk to him about how they learned the art of basket making from the trees and the wind. The trees and the wind never seemed to talk to the boy before, but when he really listens, he begins to understand what the men mean.
The book is available to borrow and read for free online through Internet Archive.
My Reaction
I like books about traditional crafts and lesser-known pieces of history. In the back of this book, there’s an author’s note about the history of making baskets among the country people around Hudson, New York. Sometimes, these country people came into town to sell their baskets, but the townspeople were also somewhat leery of them. The wooded countryside around the town was spooky to the townspeople, and there were a lot of stories about frightening things that lurked there. The author points out that this is the area where the stories of Rip Van Winkle and The Legend of Sleepy Hollow were set. The time period of the story is indefinite although it looks like it might be set around the late 1800s or early 1900s. The author’s note says that the art of making baskets in the area started dying out in the mid-20th century because people were using different types of containers, such as paper bags, plastic containers, and cardboard boxes. However, the traditional baskets were made very study, and surviving examples of this functional folk art still exist in collections and museums.
One of the themes of book is being in touch with nature, which is what the adults in the story really mean when they talk about hearing the wind and the trees speak to them. In the end, the boy thinks he literally hears the wind calling to him, but I think it’s supposed to be a metaphor for him getting in touch with nature and with his craft. His family and the others around them are country-dwelling people, and some of the townspeople look down on them for living out in the countryside, away from the society, amenities, and business of the town, but the country-dwelling adults are comfortable with themselves and with their lives. They realize that they know things about nature and about their craft that the townspeople don’t know.
It did occur to me that the townspeople probably wouldn’t know how to make their own baskets if they had to do it themselves. We don’t think that much about baskets today, although we still use them sometimes, frequently as a form of decoration. In those days, though, the baskets were functional home necessities for carrying and storing food and other items. The townspeople in the story buy their baskets from these makers in the countryside because they are the ones who have necessary skills and knowledge to make strong, high-quality baskets that the people in the town need, whether or not the townspeople truly appreciate the work and skill that went into them. Part of what the author’s note points out is that the baskets were of such high quality that some of them have long out-lived their original makers and users. Things of quality last.
The Whispering Cloth: A Refugee’s Story written by Pegi Deitz Shea, illustrated by Anita Riggio, and stitched by You Yang, 1995.
Mai and her family are Hmong refugees from Laos, living in the refugee camp of Ban Vinai in Thailand. Some of her relatives have gone to the United States, but Mai and her grandmother are still waiting in the refugee camp. Mai’s parents are dead, and Mai doesn’t really remember her family’s life in Laos. Almost as far back as she can remember, she’s always lived in the refugee camp. She only has vague memories of her parents’ deaths and how she and her grandmother fled to the refugee camp.
Mai’s grandmother teaches her how to do embroidery, and she begins helping her grandmother make pa’ndau, a kind of tapestry that tells a story. Together, she and her grandmother pa’ndau to sell to traders for money. They hope to use the money to get out of the refugee camp and join their relatives in the United States.
Their pa’ndau tapestries have beautiful floral borders and images that tell a story. Mai asks her grandmother if she can do one all by herself and if he grandmother will tell her a story she could use. Her grandmother says that she’ll be ready to do a pa’ndau of her own when she has a story of her own to tell.
As Mai thinks about how much she misses her parents, she realizes that she does have a story to tell in her own pa’ndau. She begins embroidering a pa’ndau that tells the story of her parents’ deaths and how her grandmother carried her away in a basket, fleeing as soldiers shot at them. She embroiders their arrival at the refugee camp, and the people and things she sees there.
When she asks her grandmother how much money they can get for her pa’ndau, she says that they cannot sell it because it isn’t finished yet. At first, Mai thinks that there isn’t anything more to tell because they’re still living in the camp, and she hasn’t experienced life beyond it. Then, she realizes that she can embroider the life she hopes to have when they finally join her cousins, based on the things they’ve told her in their letters.
The book is available to borrow and read for free online through Internet Archive.
My Reaction
The foreword to the story explains that the Hmong people of Laos were driven out by the Lao Communist government, and many of them were killed before they had a chance to leave. The government drove them out because they sided with the Americans fighting in Laos and Vietnam. Many people, like Mai’s family, found refuge in refugee camps like Ban Vinai, waiting until they could find another country willing to take them on a permanent basis. However, at the time this story was published in 1995, the Ban Vinai camp was set to close. The refugees there were set to be either transferred to different refugee camps or sent back to Laos, to face whatever the government there had in store for them. Understandably, many of them didn’t want to be sent back to the country they had escaped from. This article explains more about the generation of children who, like Mai, grew up in the refugee camp, disconnected from the lives their parents knew in Laos, and with ambitions to go to other places, like the United States, to start new lives.
Although this is a picture book, there are violent themes of war in the story, so I wouldn’t recommend it for very young children. The pictures in the book are beautiful, an unusual combination of paintings and actual embroidery. The artist who did the embroidery, bringing Mai’s tapestry to life, was also a refugee in camps in Thailand before coming to the United States in 1992.
I thought this was an interesting way to introduce readers to part of the history of the Hmong people and the fallout of the Vietnam War through a traditional Hmong artform/craft that tells stories in a unique way.
The Travels of Ching written and illustrated by Robert Bright, 1943.
A dollmaker in China makes a little doll named Ching. Ching is a high-quality, handmade doll, and the dollmaker sells him to a toy shop.
Ching sits in the window of the toy shop for a long time, waiting for someone who wants him. There is a little girl who sees him in the shop, and she wants him badly, but all the toys in the shop are expensive, and she can’t afford him.
One day, a wealthy tea merchant buys Ching, but he doesn’t want Ching himself. He plans to send Ching to someone else overseas. Ching begins a long journey by donkey, boat, and steamship to America. When he gets to America, he travels even further by train, eventually arriving at the apartment of a wealthy girl.
However, the wealthy girl doesn’t really want Ching. She already has many dolls, and she doesn’t find Ching interesting. She is careless with him, and one day, he falls off the balcony of the apartment and lies outside, forgotten.
One day, an old man finds Ching and brings him inside, but he doesn’t really want Ching, either. He gives Ching to his cook, but she doesn’t really want him, so she throws him in the trash, and Ching ends up in a junk yard.
Fortunately, Ching’s story doesn’t end there. A man who works for a Chinese laundry happens to pass the junk yard and spots Ching. Although Ching is dirty from his time outside, the Chinese man recognizes Ching’s quality and is pleased that the junk yard owner is selling him cheaply. The man buys Ching and cleans him up because he knows someone who will really appreciate him.
Thus, Ching is sent on another long journey … back to the person who always wanted him the most.
The book is available to borrow and read for free online through Internet Archive.
My Reaction
This is a vintage children’s book, and the illustrations of the Chinese people have the slits for eyes that are considered stereotypical now. However, there doesn’t seem to be any disrespect meant by the story. The basic theme of the story can be summed up by the saying, “One person’s trash is another person’s treasure.”
Ching travels a great distance from China to the United States, passing through the hands of various people along the way, and at times, he’s actually given or thrown away because the people who have him don’t really want him. There’s nothing wrong with Ching. He was always a high-quality doll, which is how he survived his time outside in the elements. It’s just that the people who have him don’t really appreciate him. Fortunately, there are people who recognize his quality, and there is one person who definitely wants him. It’s a happy ending when Ching finds his way back to her. All he really needed was for someone to want him, and in the end, he is happy to be with the person who does want him.
This Singing World collected and edited by Louis Untermeyer, 1923, 1926.
This little book is a collection of beautiful, classic children’s poems by some of the most famous poets for children and adults from the 19th century and early 20th century! Some of the poems are by Louis Untermeyer, the compiler of the book, but there are also poems by Robert Louis Stevenson, Henry Wadsworth Longfellow, Lewis Carroll, Robert Browning, Emily Dickinson, Walt Whitman, John Masefield, Robert Frost, William Butler Yeats, Walter de la Mare, Hilaire Belloc, and many others. In the book’s introduction, he says that most of the poems in the book “were written by living poets.” None of them are alive now, in the 2020s, but many (although not all) of the poets included were alive when this book was first compiled and published.
There are too many poems to list all the ones that appear in this book, but they are grouped by themes. Each section begins with a black-and-white illustration based on one of the poems in that section. There is also an interesting section of Notes in the back of the book that has extra information about some of the poems. I overlooked the Notes the first time I read the book, but it’s really worth seeing. Louis Untermeyer explains some of the background to his own poems there and also explains some of the background of other poems, pointing out ones that were based on real life incidents, giving some information about the authors of different poems, or explaining a little about the style of a poem. Although, Louis Untermeyer says that readers who prefer just to be left alone to read and enjoy are free to skip the Notes, anticipating exactly how I felt and what I did when I was a kid. I appreciate the extra information more now, so I’m glad it’s there, but I appreciate the Louis Untermeyer understood some things about how children’s minds work.
The author’s Introduction and A Few After-Words, two sections which I would also never have bothered to read when I was a child, are also worth reading because they take into account the feelings of child readers and his own philosophies about presenting poems to children. In A Few After-Words, the Louis Untermeyer addresses children reading the book and says that he wants them to know, whether their parents or teachers like it or not, that poems shouldn’t be taught in a formal way because turning them into lessons and picking them to pieces for analysis takes all the life and beauty out of them. He describes having gone to a lecture titled “How to Read a Poem in the Class Room”, which was an hour long (and a very long 60 minutes, to hear him describe it), where the lecturer outlined all the ways poems could be read and analyzed, never once mentioning “enjoyment.” Louis Untermeyer’s opinion was poems are best when read aloud, experienced, and not over-analyzed. (A philosophy not unlike that of the teacher in Dead Poet’s Society.) He is well aware, as he said in the Introduction, that nobody is going to like all of the poems in the book because they’re all very different from each other, but he hopes that there will be something in the book for everyone. He emphasizes, “don’t force yourself to like any of these poems just because they happen to be printed in this book.” He wants readers to explore what appeals to them now, in the phase of life they’re in, and be open to considering other poems later because some of them may take on more meaning for them later in life. I wish this man had been alive to be one of my high school English teachers because I argued about things like this with the teachers I had.
Sections in the Book:
Songs of Awakening
Poems about morning, sunrise, and day. This section includes Sunrise by Lizette Woodworth Reese.
Breath of the Earth and Sea
Poems about nature. This section includes The Storm and Autumn by Emily Dickinson.
Open Roads
Poems about travel. This section includes The Joys of the Road by Bliss Carman, I Want to Go Wandering by Vachel Lindsay, and The Road to Anywhere by Bert Leston Taylor.
Common Things
Poems about everyday events and small pleasures. This section includes Simplicity by Emily Dickinson, The Commonplace by Walt Whitman, and Escape at Bedtime by Robert Louis Stevenson.
Places
Poems about fascinating places. This section includes Stopping by Woods on a Snowy Evening by Robert Frost.
Children and Other People
Poems about children and interesting characters. This section includes The Young Mystic by Louis Untermeyer, The Children’s Hour by Henry Wadsworth Longfellow, and The Land of Story-Books by Robert Louis Stevenson.
Birds and Beasts
Poems about birds and animals. This section includes The Runaway by Robert Frost and The Blackbird by W. E. Henley.
Fairies and Phantoms
Poems about fairies and other supernatural creatures. This section includes Little Orphant Annie by James Whitcomb Riley, Disenchantment by Louis Untermeyer, and I’d Love to be a Fairy’s Child by Robert Graves.
Words and Music
Poems about music and poetry itself. This section includes Ode by Arthur O’Shaughnessy and The Singer by Anna Wickham.
Whims and Fantasies
Poems about imagination. This section includes Apparitions by Robert Browning.
Tales and Ballads
Poems that tell a story. This section includes The Highwayman by Alfred Noyes.
Laughing Legends
Humorous poems and poems about silly things. This section includes The Lost Shoe by Walter de la Mare and The Twins by Henry S. Leigh.
Fables in Foolscap
Poems that have a moral or lesson, although the morals and lessons are silly ones. This section includes The Embarrassing Episode of Little Miss Muffet by Guy Wetmore Carryl.
Rhyme Without Reason
Nonsense poems. This section includes The Snark by Lewis Carroll, The Owl and the Pussy-Cat by Edward Lear, and Topsy-Turvy World by William Brighty Rands.
Croons and Lullabies
Poems about night and sleep. This section includes Wynken, Blynken, and Nod by Eugene Field.
Stars to Hitch To
Poems to inspire. This section includes The Arrow and the Song by Henry Wadsworth Longfellow.
The Heroic Heart
Poems about courage and brave deeds. This section includes Opportunity by Edward Rowland Will and Invictus by W. E. Henley.
Eleanor story and pictures by Barbara Coooney, 1996.
This picture book tells the story of Eleanor Roosevelt’s early life. Eleanor Roosevelt (full name Anna Eleanor Roosevelt) was the niece of Theodore Roosevelt (called Uncle Ted in the book), and later, in life, the wife of Franklin Delano Roosevelt (a distant cousin) and First Lady of the United States. This book is about her childhood, so it doesn’t explain about her husband or marriage until the Afterword at the end.
Eleanor’s home life wasn’t particularly happy. She was a disappointment to her mother in a number of ways. Her mother had hoped for a boy, and she didn’t think Eleanor was a pretty baby. Her mother often called her “Granny” as a nickname because she was such a serious child and seemed rather old-fashioned looking, and she reminded her mother of an old woman. When Eleanor’s younger brothers were born, Eleanor often felt left out when her mother spent time with them.
Eleanor’s father loved her and enjoyed playing with her and spending time with her, but she didn’t get to see him often as she was growing up. Her father, Theodore Roosevelt’s brother, Elliot Roosevelt, was a traveler and socialite and later became estranged from his family. Still, although he wasn’t a particularly reliable person and wasn’t present much, Eleanor was very attached to him and sometimes felt like he was the only one who really loved her.
Much of Eleanor’s early life was spent with her nanny, who spoke to her in French, so she mastered the language at an early age. Eleanor was very shy, so she didn’t spend much time with other children. She did spend some time with relatives, too. Sometimes, she helped them with charitable projects, giving her a sense of caring for the less fortunate.
When Eleanor was eight years old, her mother died of diphtheria, and she and her little brothers went to live with her grandmother and the aunts and uncles who also lived with her. Her father had been living apart from the family at this time, but he returned after his wife’s death. After that, he would visit Eleanor sometimes and take her for outings. However, he was sometimes neglectful. The book explains that he died in a fall when Eleanor was nine years old.
Life with her grandmother was difficult for Eleanor because her grandmother made her wear old-fashioned clothes, she had a strict governess, and her aunts and uncles seldom paid attention to her because they were busy with their own work and projects. Other children didn’t think much of Eleanor because she was shy and wore old clothes. Sometimes, her cousin Corinny would join her for dinner, but Corinny never liked it because the house was so grim and silent.
Eleanor was happier when they would go to her grandmother’s summer house, Oak Terrace. At the summer house, she could play games, daydream, read, and catch tadpoles with her little brother Brudie. Sometimes, she would go out in the rowboat with one of her aunts. There were also times when she visited her Uncle Ted and his family. Sometimes, she would play with her cousin Alice Roosevelt because they were the same age, but Alice teased her dreadfully, and Eleanor often found her a little intimidating. Her relatives encouraged her to be brave and to do things that she found scary, but she often found it difficult to keep up with them and some of their daring stunts.
Eleanor was often considered the “ugly duckling” of the family, but things changed for her when her grandmother decided to send her to boarding school in England. She attended a school called Allenswood, and the headmistress, Mademoiselle Souvestre, became a mentor to her.
Thanks to the lessons in French from her former nanny, Eleanor excelled at boarding school. Because the school had a rule that the girls should only speak French at dinner, Eleanor was the only girl at first who felt comfortable talking, a rare change for her. Eleanor made friends with the other girls at school and was happy there. Mademoiselle Souvestre encouraged Eleanor’s sense of independence, opened her eyes to the world around her, took her along on trips to Europe, and advised her to get clothes made in Paris, ridding her of the clothes her grandmother made her wear. By the time she returned home from boarding school, Eleanor was happier and more confident than she had been before, and she credited Mademoiselle Souvestre for her influence.
The book is available to borrow and read for free online through Internet Archive.
My Reaction
I enjoyed this book for its focus on Eleanor Roosevelt’s childhood. Many books about famous people focus on what they did when the became famous, but I enjoyed seeing her as a shy, awkward child, when it didn’t seem obvious that she would one day be famous. By seeing how she grew up, I feel like I’ve come to understand more about her.
Eleanor Roosevelt came from a wealthy family, but her early life wasn’t very happy. She was deeply affected by her mother’s sense of disappointment in her for not being prettier and by her parents’ troubles and their separation from each other. She was orphaned at a young age, and one of her younger brothers also died not long after their mother. She often felt like she didn’t fit in with her family, and they didn’t seem to understand or appreciate her.
The book explains a little about her father’s estrangement from the family, but it doesn’t go into all the details or some of the dark reasons why. The truth was that he was an alcoholic. His alcoholism was the beginning of his strained family relationships, but then, he had an affair with a servant girl who worked for his wife and fathered a child by her. When that happened, Theodore Roosevelt had him forcibly removed from his family’s home and did his best to keep him away from his children as much as possible, even after his wife’s death. When the book says that Eleanor’s father died in a fall, that was a soft way of explaining it. The truth is that he committed suicide because he was drinking even more heavily after his wife and one of his sons died, and he was depressed about the rest of the family keeping him away from his remaining children.
I thought it was interesting that Eleanor really blossomed at boarding school. She had always been a shy girl, but she was very studious and spoke French, skills which suited boarding school life well. Boarding school encouraged her to spend more time around other girls her age and took her away from her family’s influence, giving her the opportunity to find herself and bond with other people. In particular, the headmistress of the school became her mentor and encouraged her to look at the world in new ways and to become the best version of herself.
What To Do About Alice? by Barbara Kerley, illustrated by Edwin Fotheringham, 2008.
Theodore Roosevelt had done many things in his life, from herding cattle to hunting grizzly bears, but one thing he could never seem to do was manage his daughter, Alice. From early childhood, Alice was a lively girl, always having things she wanted to do and places to go. She called it, “eating up the world.”
Alice’s mother died when she was a baby, only two days after she was born. The loss was very difficult for her father, and people felt sorry for Alice. However, since Alice had no memories of her mother, she didn’t feel the loss so much, and she didn’t want people to pity her. Eventually, her father remarried, and Alice had half-siblings. Because of her father’s political career, the family traveled between New York and Washington, DC. Alice enjoyed this lifestyle and the experiences she had in different places where they lived.
For the most part, Alice’s childhood busy and full of fascinating experiences, but she did have problems as well. She went through a period where she had to wear braces on her legs because they weren’t growing properly. (The book doesn’t explain why she had this condition, partly because the exact cause is unknown. The common belief was that she might have had a mild form of polio, but that isn’t definite.) The braces worked, and eventually, she no longer had to wear them. Her father encouraged her to engage in physical activities and learn to ride a bicycle because he didn’t want her previous condition to make her overly cautious.
It turned out that there was little need to worry about that. Alice was a wild child! She would run off to explore the cities where she lived, and she once joined an all-boys club, sneaking them in disguised as girls! Concerned that Alice was getting too wild and becoming a bit of a “tomboy” (a girl who acts like a boy and likes things boys like – I don’t think this term is used as much anymore because the modern view is more that people shouldn’t allow themselves to confine their interests based on gender stereotypes).
Theodore Roosevelt considered sending Alice to boarding school to give her some discipline and teach her more ladylike habits, but the idea upset Alice so much that he eventually decided to let her continue her education at home. Alice used the books in her father’s library to study seriously. She read books by famous authors and studied subjects like Greek, geology, and astronomy, discussing them with her father.
When Alice was seventeen years old, Theodore Roosevelt was elected President of the United States. Alice and her half-siblings thrilled people with their wild behavior and exotic pets. (The book mentions Alice’s pet snake, Emily Spinach.) However, Alice also developed a serious interest in politics. She became a goodwill ambassador and took part in public projects, like the Buffalo Exposition. Her antics often became the subject of newspaper reports and society gossip. It earned her some criticism, but because she was such a personable young woman, she was also a social success. She gained the nickname of “Princess Alice.”
Eventually, Alice married a congressman named Nicholas Longworth. She continued to act as an advisor to her father and take part in diplomatic events. The entire time, she was known as an irrepressible personality!
My Reaction
I enjoyed the book for its fun look at a colorful character from American history, although it was on the cartoonish side. In multiple pictures, she is shown holding a giant spoon. It confused me a little at first, and then, I realized that it was a reference to her saying about “eating up the world.”
The Roosevelts were a colorful family in general. Teddy Roosevelt encouraged his children (and nieces and nephews, as explained in the book about Alice’s cousin, Eleanor) to be brave and daring, and Alice and her half-siblings were known for their wild stunts and the small zoo of bizarre animals that members of the family kept as pets. The book shows Alice and her half-siblings sliding down the stairs in the White House on serving trays, something that they did in real life, although it doesn’t explain in the text that’s what they were doing.
Alice was both a scandalous figure and an admired person in her time, and I thought the book did a good job showing that. She was an eccentric person who often trampled on social conventions, but she was also a highly social person and pleasant to be around, so she tended to shine in social and diplomatic situations.
Her life wasn’t always as happy and cheerful as the story shows. She had tensions with both her father and stepmother while she was growing up, and her marriage wasn’t especially happy. There were times when she opposed her husband politically, and she is also known to have had affairs with other men. Her daughter was probably the result of one of these affairs. Of course, these darker subjects aren’t exactly suitable for a children’s picture book. The book gives enough of an indication of tensions within her family by showing her father’s reactions to her various antics and the way she threw fits to convince her father not to send her to a traditional school. Overall, the book is a fun introduction to the life of a fascinating but complex person.
Uncle Jed’s Barbershop by Margaree King Mitchell, illustrated by James Ransome, 1993.
Sarah-Jean remembers her grandfather’s brother, Uncle Jed, and how he would travel to people’s houses to cut their hair during the 1920s and 1930s. He’s the only black barber in their area, so he cuts everybody’s hair in the black community. What he really wants is to own his own barbershop, with proper barbers’ chairs and equipment, but times are tough, and helping out his family means delaying his dream shop.
Everybody is poor in their town, so many people think Uncle Jed will never be able to get enough money to open a shop. However, even though things are tough and money is tight, Uncle Jed is willing to help out when he can. When little Sarah Jane develops a serious illness and needs an operation, Uncle Jed gives her father the money they need for her operation, saving her life.
Later, Uncle Jed loses his savings when the bank fails during the Great Depression, so he has to start saving all over again. Even though he has it hard during the Great Depression, Uncle Jed still helps other people, sometimes cutting hair for customers who can’t afford to pay him because they’re even worse off. He takes payment in whatever form they can offer, like garden vegetables or eggs.
Eventually, things improve, and Uncle Jed is able to afford his barbershop, and everybody comes to the opening. He acquired his shop toward the end of his life, so he doesn’t have it for long before his death, but he was still happy because he accomplished his goal and did something people didn’t think he’d be able to accomplish.
The book received the Coretta Scott King Award.
My Reaction
I thought it was a nice story. The ending seemed a little sad, that Uncle Jed didn’t live very long after finally acquiring his shop, but the book has an optimistic tone. Although Uncle Jed accomplished his life goal toward the end of his life, he did get to accomplish it and enjoy it before he died. It’s less important how long he got to enjoy it than the fact that he did enjoy it.
It took a long time for Uncle Jed to accomplish his goal of having his own barbershop, but I think it’s important to note that he had a pretty good life along the way. Even though he lost his savings in a bank failure, he had steady work through the Great Depression, and he was also able to help friends and relatives when they needed it. He had good relationships with his family and neighbors because of his helpfulness and generosity, and everybody shows up to congratulate him when he finally opens his shop.
This story takes place in the South during times of segregation, which enters the story when Sarah Jane is ill and needs to go to the hospital. Although her condition is serious, not only is her family sent to a segregated waiting room, they also have to wait until all the white patients are tended to before the doctor will even see them. The doctor also insists upon payment before performing the operation she desperately needs, the implication being that the doctor will let her die if he doesn’t get paid up front to save her. Before anybody think that this is an exaggeration, that a doctor would refuse to treat a sick child or save her life because of her race, even during the Jim Crow era South, no, it’s not an exaggeration at all. It was routine:
“It’s absolutely incredible how little organized resistance there was,” says Theodore Marmor, emeritus professor of public policy at Yale University and a key health policy adviser during the Johnson administration.
Before the passage of Medicare and Medicaid, Smith says, the healthcare system was tightly segregated. Hospitals in the South complied with Jim Crow laws, excluding blacks from hospitals reserved for whites or providing basement accommodations for them.
“There were a lot of black communities in the South that had basically no access to hospitals,” says Smith. “Most of the black births in Mississippi were at home. The infant and maternal mortality rates were hugely different for blacks and whites because of that.”
The surgeon who developed the practice of blood storage and blood transfusions, Charles Drew, was also an African American who lived in the early to mid-20th century. He died relatively young of serious injuries from a car accident in North Carolina. There was a popular rumor, which was repeated on an episode of the tv show MASH, that he would have survived if he hadn’t been refused treatment at the hospital because he was African American. The reality is that doctors did try to save him, but his injuries were simply too serious for him to be saved. However, the rumor developed and persisted because the reality also is that hospitals of this time were known to turn away black patients. They had done it to others, so it was completely credible that they could have also done that to Dr. Charles Drew, even if they didn’t do it in this particular case. The fact that this rumor was completely believable and consistent with the practices of Jim Crow hospitals is an indication of their general behavior and conditions. With that in mind, it is also believable and credible that the doctor in the story would have refused to see a seriously ill black child until all white patients were seen and also that he would have refused her life-saving treatment until being paid.
However, rather than lamenting about the prejudices and inequities of this time period, the story focuses on Uncle Jed as one of the good people. The doctor and hospital in the story are not only prejudiced, but their behavior also contrasts with Uncle Jed, who is willing to put off payment or accept lesser or alternate forms of payment for people who need his services but are too poor to pay. The emphasis of the story isn’t on how bad other people or circumstances were so much as how Uncle Jed made things better for everyone as best he could. It meant some sacrifices on his part, putting off his own goals and dreams, but Uncle Jed enjoyed a good life and good relationships with other people along the way and accomplished his goals in the end.
I also enjoyed the pictures in this story, showing the old-fashioned country and small town life in the early 20th century. The illustrator also did the illustrations for Aunt Flossie’s Hats (And Crab Cakes Later).
Ma Dear’s Aprons by Patricia C. McKissack, illustrations by Floyd Cooper, 1997.
Young David Earl’s mother, called Ma Dear, has a different apron for every day of the week, and David can always tell what day it is and what the task of the day is by which one his mother is wearing.
On Monday, she likes to wear her blue apron because that’s wash day, and she keeps clothespins in the pocket of that apron. After she’s done with the laundry, she has time to talk to David Earl, and she tells him about his father, who died as a soldier.
On Tuesday, she wears her yellow apron, when she does her ironing. On Wednesday, they deliver the finished laundry to their clients, and Ma Dear gives David Earl a treat from the hidden “treasure pocket” in her green apron.
On Thursday, Ma Dear wears her pink apron, and they pick vegetables and visit people who are sick or elderly at their homes. On Friday, Ma Dear cleans the house of another family, so she wears her brown apron. David Earl comes along, and she sings to him while she works. Saturday is for baking pies to sell, so she wears her flowered apron. She also gives David Earl a bath on Saturdays.
The best day of all, though, is Sunday. Ma Dear doesn’t work on Sunday, so she doesn’t wear an apron
My Reaction
The book starts with an author’s note, explaining that the characters in this story are based on her own family. “Ma Dear” was the nickname of her great-grandmother, Leanna, and Leanna was a single mother in Alabama during the early 1900s, who earned money by doing laundry, cooking, and cleaning for other people, like Ma Dear in the story. The story is about the family stories told to Patricia C. McKissack about her great-grandmother and how she made time for her children, even when she was tired from working hard. The aprons in the story are like one that Patricia McKissack inherited that used to belong to Leanna.
The author’s note, which I would have probably ignored when I was kid because I was too eager to get into the story, made this story better for me. I liked the explanation that this was a family story about a real person. The aprons are a device to help readers connect to memories of the real Ma Dear, similar to how the girls in Aunt Flossie’s Hats (And Crab Cakes Later) hear family stories and memories because they’re associated with the hats in their aunt’s collection. It’s a sweet way to share family memories.
I also like the soft, old-fashioned pictures that accompany the story. Their softness and sometimes slightly blurred quality help create the mood of memories.
Jestress's Forgotten Books and Stories 