Mystery of the Angry Idol

Mystery of the Angry Idol by Phyllis A. Whitney, 1965.

Janice Pendleton is sad and nervous because the rest of her family will be moving overseas for at least a year, and she is staying in the United States to go to school. Her father is a consultant to the government, and his latest assignment is in Saigon in Vietnam. (This book is set contemporary to the time when it was written, in the 1960s. The Vietnam War lasted from 1955 to 1975, which is probably why Jan’s father is going there, although he is going as some kind of government consultant instead of an ordinary soldier. This book was written after the Bay of Pigs Invasion and President Johnson’s continuing escalation of the conflict in Vietnam.) However, things are dangerous in Saigon, so Jan’s mother and younger brothers, a pair of twins, will be living in Okinawa, Japan, so her father will able to visit them sometimes. (There’s a US Air Force base in Okinawa, Japan, and I know it existed and was in operation during the 1960s because, coincidentally, my older cousin was born there while my uncle was stationed in Japan in the 1960s. The book doesn’t mention this, but I thought I’d tell you that there’s an American presence there, including civilian relatives of military personnel, so Jan’s mother and brothers will likely be among other Americans during their stay there.) Twelve-year-old Jan could have gone to Japan with them, but she is much more advanced in school than her young brothers. They are so young than their education won’t be disrupted much by living in another country for a year or two, but Jan is older, and her family was worried about her losing her place in school.

Instead of going to Japan, Jan will be living with her grandmother and great-grandmother in Mystic, Connecticut and attending school there while her family is gone. It’s summer now, so until school starts, she will be spending her time adjusting to her new living situation and getting to know her relatives. Jan doesn’t know her grandmother very well, and she’s never even met her great-grandmother before. At least when she’s with them, she will be with family. However, her grandmother is a little worried about her great-grandmother’s health. Great-grandmother Althea doesn’t really leave her upstairs rooms anymore, and although she was much more lively and interested in people when she was younger, she doesn’t seem to have much stamina for meeting and talking to people these days. Jan is told that she will have to be careful and behave herself because, if she upsets her great-grandmother too much, she won’t be allowed to stay with them in Connecticut anymore. Instead, she would have to attend a boarding school in Boston. If she goes to Boston, she will be there alone, without any friends and family nearby, and she is nervous about that. She already knows that, by going to Connecticut, she will be removed from her parents and siblings and her friends in California, where she grew up.

To help her feel better, her father tells her more about her family’s history and great-grandmother Althea. When she was younger, Althea traveled through Asia because her father, Jan’s great-great-grandfather, was a merchant dealing in Asian art. (This is very similar to what the author’s father did for a living and why she spent most of her youth in Asia. More about that below.) Althea spent years living in China with her parents while her father bought and commissioned pieces of Chinese art and sculpture that he could sell and collect for himself. However, after her mother died, Althea was sent to a boarding school in Boston. Her father was later killed during the Boxer Rebellion. Althea was in China at the time when they realized that trouble was coming. She survived and escaped to the United States because her father sent her to stay with some friends of his. She took some of the smaller pieces from his collection with her.

Now, Great-grandmother Althea has an impressive collection of Asian art herself, including some of the pieces that she managed to smuggle out of China when she had to flee. There is one piece in her collection that seems particularly mysterious, an ugly statue in the style of a Chinese idol that she keeps turned to the wall. (The “idol” was never used as an object of worship, for those worried that Althea’s father may have looted a temple or appropriated a Chinese national treasure of some kind. Althea says that one of his artist friends made the statue specifically for him. It’s important to the story that it is in the style of an idol but that it is also genuinely ugly and of little intrinsic value.) Jan’s father implies that there is some kind of mystery surrounding that statue, but he doesn’t really explain what it is. Jan’s father worries a little about Althea because she always used to be such a lively woman, and he says that, in her old age, she has become a kind of hermit who has shut herself away from the world and lives like a “vegetable.” He hopes that Jan’s youthful presence in the house will help her become more interested in life again, although Jan doesn’t see how that can happen when she risks being sent away to boarding school if she “bothers” Althea too much.

When Jan arrives in Connecticut, everything is awkward because she doesn’t get her own room in the house. Instead, she has to sleep on a cot in the living room. Her great-grandmother doesn’t even want to see her right away. There is a storm that night, and Jan has trouble sleeping. The next day, she sees a neighbor boy outside and decides to try making friends with him because she really needs someone her own age to talk to. The boy, Neil, doesn’t seem entirely friendly, but he does talk to her down by the nearby boat dock. He tells her that, the night before, he noticed a strange, suspicious-looking man hanging around her family’s house, and he wonders if anything from the house was stolen. Jan says that she doesn’t think so and that she didn’t hear anyone come in, but because of the noise from the storm, it’s hard to say for sure if someone tried to get into the house. Neil points out that the mysterious stranger is still hanging around the house, and Jan sees a man with a beard hanging around nearby.

Their conversation is interrupted by the arrival of a boy in a boat. Neil and the boy in the boat don’t seem to like each other, and the boy in the boat seems to immediately resent Jan for talking to Neil. He tells her that she’d better not try to get into his boat because Neil tried to get in uninvited earlier. Jan is insulted by this rude boy and returns to her relatives’ house. There, she learns two surprising things. The first is that the boy with the boat, Patrick, is actually the son of Mrs. Marshall, the housekeeper, so they will be seeing a lot of each other. Jan’s grandmother had hoped that Jan and Patrick would be friends. (So far, they haven’t gotten off to a good start.) The second is that it looks like something may have been stolen from the house last night. The mysterious statue is missing. Jan tells her grandmother and Patrick about the strange man that she saw and what Neil said. Her grandmother has trouble believing that a theft really occurred. She thinks that great-grandmother Althea may have just moved the statue and forgotten, but Patrick is interested in the mysterious man.

When Jan goes upstairs to meet her great-grandmother for the first time, she discovers that Althea is not the “vegetable” that she’s been lead to expect. Althea is physically feeble and stays upstairs because her knees are bad and can’t handle stairs anymore. However, she is mentally sharp and highly observant. She talks to Jan about her family’s past and her own past. She understands that Jan didn’t really want to come to Mystic and be separated from her family, but her father wanted her to come and learn more about her family’s history. Althea explains that she spent a large part of her youth living in Shanghai until her mother’s death, when her father sent her to a school in Boston, and she really hated it. This is reassuring because Althea is less likely to send Jan away, remembering her own youth.

Althea also explains that she isn’t unhappy with her relatively isolated life in the upper rooms of the house, surrounded by the pieces of Asian art in her collection. She says that it’s just another phase of life. Life moves in phases, and a person knows when they’re ready for the next phase. When she was a little girl, she loved paper dolls and couldn’t imagine life without them, but as she got older, playing with paper dolls became dull, and she was ready for new activities. Similarly, when she was young and active, she couldn’t imagine a life without travel and meeting other people. Now that she can’t get around as well as she used to, she has entered a new phase of life where she enjoys quiet time alone and thinking and remembering. She is still somewhat in touch with the world because her rooms have a nice view of the Mystic Seaport, but she no longer has to deal with crowds and traffic and bothersome household chores and schedules. Jan is still young and active, so she has trouble fully understanding Althea’s isolated life of reflection, but Althea says that she will understand someday, when she’s ready for that phase herself.

Jan is interested in the objects in Althea’s collection, and Althea shows her some pieces and explains a little about their history. There are some pieces of scrimshaw that Jan’s great-grandfather carved himself, like a carving of a woman’s hand that Althea says was originally meant as a paperweight but which she had mounted on the head of one of her canes. Her other cane has a carved cat. Althea also owns a chess board with red and white pieces made of ivory and cinnabar, with the figures carved in an Asian style. Jan notices an empty shelf in the room and wonders if that’s where the missing statue is supposed to be.

While Jan and her grandmother are standing on an upper porch, looking at the view, they look down and see the mysterious man talking to Mrs. Marshall, who seems worried and upset. Mrs. Marshall and the man notice that they’re being watched, and the man waves to Althea and greets her. Even though the greeting is friendly, the man seems to upset Althea. When Jan asks about him and tells Althea what Neil said, Althea says that the man’s name is Eddie. She loved Eddie when he was a little boy, but she thinks he’s become a scoundrel. She says that Eddie came to see her the night before, but she didn’t want to see him and sent him away. Althea thinks he probably took the missing Chinese idol, but she also says that she always hated that statue. It had such a reproachful expression on its face that she turned it to the wall so she wouldn’t have to see it. Rather than dealing with Eddie or discussing the situation further, Althea says that she would rather just forget about it all.

Jan spends more time with Althea, until Althea gets tired. Althea shows Jan other pieces from her father’s collection of jade objects, explaining the different colors of jade and their relative values and the connections the pieces in the collection have to Chinese folklore and mythology. She says that her daughter-in-law, Jan’s grandmother, worries about robbers breaking into the house to steal these things, but Althea prefers to keep her collection close rather than locked away somewhere. The pieces in the collection bring back happy memories for her.

Jan’s grandmother owns a book store in a local historical district. When Jan goes to see the book store, her grandmother allows her to explore the area and tells her to be sure to visit Patrick’s grandfather at the rope walk (the place where they make rope). Jan goes there and encounters Eddie again. Eddie seems to want to speak to her, but Jan is afraid of him and avoids him. Grandfather Marshall had just been arguing with Eddie, and he’s in a bad mood when Jan darts inside. At first, he snaps at her when she rushes in. When Jan introduces herself and explains that she was startled by Eddie, Grandfather Marshall calms down and apologizes for snapping at her. Jan tries to ask him more about Eddie, but all he says is that he doesn’t want to talk to him, and he advises her to keep avoiding him. He shows her around the rope walk and explains to her how rope is made, and he also shows her a model ship he’s making for Althea that looks like the sailboat her husband used to own called the Happy Heart.

On her way back to her grandmother’s book store, Jan meets Eddie again. He explains to her that he’s actually Patrick’s older brother and the black sheep of their family. He also used to be friends with Jan’s father when they were both young, although Jan’s father was older than he was. Eddie badly wants to communicate with Patrick. He asks Jan if she’ll take a message to Patrick for him, and he hands her a note, leaving quickly before she can say anything. Jan shows the note to her grandmother and asks her what she should do about it. Without going into specifics, Jan’s grandmother says that Eddie was always a wild child, and years ago, he did something that was very scandalous, and he had to leave town. That’s why most people in town don’t want to see him or talk about him in public, although there’s been plenty of private gossip about what he did. The Marshalls have been friends with the Pendletons for years, and Jan’s grandmother thinks that it’s probably time to forgive and forget what Eddie did, which is why she doesn’t want to pass on gossip about him and make things harder for him and his family. She tells Jan that it’s fine to give Patrick the note from Eddie.

Jan’s delivery of the note thaws her relationship with Patrick a little, and he gives her a ride back across the river to her family’s home in his boat. There, Mrs. Marshall tells Jan that, because her meeting with her great-grandmother went well, Althea has decided that she can be trusted, so she will now have a room upstairs in the house. Jan just needs to be quiet whenever she’s upstairs because Althea likes to nap. Jan begins to feel a little more at home and less like an awkward visitor.

However, strange things are still happening in and around the house. Eddie is still lurking around, and nobody wants to tell Jan what he did to turn himself into such a black sheep. She overhears a late night conversation between Althea and Eddie where the two of them seem to be discussing secrets and playing cat and mouse with each other. Yet, Althea gives Eddie a job doing yard work and seems to be trying to help him redeem himself. He returns the statue that Althea never liked but seems to take other things. Althea tries to send him away when he causes problems, but he insists on hanging around and claims that he’s trying to help Althea. Like others, he believes that there is a secret behind the ugly statue that seems to make Althea nervous, although Althea doesn’t think that the statue contains any real mystery.

As Jan struggles to understand what’s happening around her, she risks getting on the bad side of the reclusive and temperamental Althea just as her great-grandmother seems like she’s becoming fond of her. The Pendleton house isn’t entirely a happy one, and the reasons why are buried in Althea’s past as well as Eddie’s. The clues have been right in front of Althea the entire time, but although Althea is intelligent and thinks she understands everything, there’s something critical that she’s overlooked all along, which changes everything.

My Reaction and Spoilers

Background of the Book

Many of the themes of Phyllis A. Whitney‘s juvenile mysteries come from her own life. When she was young, she lived with her family in Japan and other countries in Asia because her own father was working overseas. She was born in Japan, and her middle initial stands for Ayame (the Japanese form of the name Iris). Whitney’s parents were American, but she didn’t live in the United States until she was a teenager. Both of her parents died while she was a teenager, and she went to live with an aunt in Chicago, so she understood the feelings that kids could have, moving around, living in different countries, being separated from parents, and living with relatives. Because of her upbringing in Asia, many of her books, even those set in the United States, include some mention or aspects of Asian art or culture, especially Japan.

I think both Jan and Althea are reflections of the author and her life. They both share some aspects of their lives with the author, but Jan is probably more like the author in her youth, and Althea is the older version, looking back on her life and remembering what it was like to be young with the knowledge of what it’s like to be old.

The Atmosphere

I really liked the atmosphere of the story! It’s a lovely, old-fashioned house. Althea’s museum-like collection room is fascinating, and the room that she gives to Jan is cozy. Jan’s upstairs room has rosebud wallpaper and a four-poster bed and rocking chair. The room is a little worn and shabby, but Jan loves it. Her grandmother gives her milk and gingerbread on a china plate decorated with violets as a bedtime snack, and she reads old-fashioned children’s books, like A Little Princess by Frances Hodgson Burnett. Jan doesn’t usually read older children’s books, but there’s a collection of them in the house, left by the generations of children in her family who had grown up there.

Relationships

When Jan first meets Neil and Patrick, she realizes that neither of them is really the ideal friend for her. She continues to associate with them partly because she can’t help it. They’re both always around because Patrick’s mother is the housekeeper at Jan’s relatives’ house, and Neil’s family lives next door. Also, Jan doesn’t have anyone else her own age to talk to, although she is realistic and thinks that she should look for other friends in this town because both of the boys are difficult in different ways. Patrick is impulsive and temperamental (a bit like his grandfather the day Jan meets him – snapping at her just because he’s in a bad mood at someone else), and he has a chip on his shoulder because of his brother’s troubles.

However, Neil is even more temperamental. Jan quickly notices how Neil’s mood can abruptly shift from pleasant to irritable and how he doesn’t seem to have much compassion for other people. She later realizes that he’s most charming when he wants something from her or someone else. Neil’s ambition in life is to be a radio interviewer. His uncle is a radio announcer and has encouraged Neil’s ambition. Neil’s hobby is interviewing people and recording his interviews for practice. Some of his teachers have found his interviews fascinating and have played them in class because, while he has never interviewed anyone famous, Neil has interviewed people who have done some really interesting things, like the janitor who was once a prisoner of war during WWII. Neil’s also a little sensitive about his interviews because his father doesn’t think much about his ambitions and would rather that Neil go into his business when he grows up, and sometimes, other kids tease him. Part of the reason why Neil is interested in being friends with Jan is that he would love to interview her great-grandmother because she had a fascinating early life in China. He is also aware that there is some secret about the angry-looking idol in her collection, which she has always felt compelled to keep even though she doesn’t like it. Neil is obsessed with his life’s ambition and is willing to do just about anything to promote it. He also has a chip on his shoulder toward Patrick and Eddie and others who have made fun of what’s important to him and tried to discourage him from doing what he wants to do.

In the end, as Jan comes to know the two boys better and both confronts them over their behavior and helps them through the troubling situations they have, the relationships between the three of them improve. After everything that happens, they all come to realize that each of them has done something wrong or misjudged someone else. This doesn’t completely absolve any of them from things they’ve done because some of them could have had serious consequences for other people as well as themselves. There are things that each of them has to do to make things right, but because each of them has something they need to do to fix things, something to learn, or something they need to apologize for, they realize that they are willing to let each other make amends and to accept each other’s efforts to change. These feelings also extend to others in the story, especially Althea and Eddie. Everyone in the story has misjudged someone or the situation, and everyone has something they need to learn, understand, and change.

Happiness and Redemption

Themes about happiness and redemption run all the way through the story. Eddie’s part of the story focuses on redemption. Part of his troubles are of his own making, but Jan learns that he’s also been falsely accused and badly misjudged. Like others in his family, he has a quick temper and needs more impulse control, and he used to be pretty wild and hung out with a bad crowd. What others know about him and are initially reluctant to tell Jan is that Eddie went to prison for being involved in a robbery and is now out on parole. However, as both Patrick and Eddie explain, Eddie wasn’t actually involved in the robbery. Some of the friends he used to hang out with did it, and they implicated him out of spite when they got caught because he refused to go along with their plan. Althea believed him when he said he didn’t do the robbery and paid for his legal defense, but he was convicted anyway because of his history with the people who committed the crime and because witnesses misidentified him as one of the people who was there.

Althea still doesn’t really believe Eddie was involved in the robbery, but she does know that he causes trouble because he lacks self-control and has lingering resentment about the way people look at him because of the trouble he’s been in. Eddie later says that he’s unfriendly to other people because they’re not friendly with him, although I think it’s fair to point out that people believe badly of him because he’s lived the kind of life where everything he’s been accused of doing are completely credible. That means that, even before he was falsely accused of robbery, the way he lived and the way he treated other people made almost everyone he knows in his home town willing to believe that he was a criminal. There seem to have been significant lifestyle and behavioral choices on Eddie’s part that created his bad boy image and led up to this situation. He may not look at it this way, but he kind of set himself up almost as much as his supposed friends did because of the choices he made with his life, his choice of friends, and his neglect of people who once might have believed in him. Even his own parents believe the worst of him at the beginning of the story, and the way he’s been acting ever since he reappeared in Mystic supports the view that he’s still the kind of person he used to be and people think he is.

As my grandfather used to say, it’s easier to keep a good reputation than to redeem a bad one. It’s not impossible to redeem a bad reputation, but it takes both work and time, and Eddie doesn’t have much patience with the people whose patience he’s already exhausted. He’s only just reappeared in town, but he’s already angry that people are looking at him suspiciously for just showing up. He’s upset that other people aren’t giving him a chance or instant forgiveness and acceptance, but at the same time, he really isn’t giving them much of a chance to see that he’s changed or giving himself enough time to demonstrate that change. Fortunately, some people, like Jan’s grandmother, are willing to drop the matter and give Eddie the chance to prove that he’s changed, and Althea tries to help Eddie by giving him jobs and letting him stay with them in the house for a while.

For a while, Eddie tries to prove that he’s a hard worker and a steady person, but, when Eddie loses his temper with Neil for carelessly wrecking his yard work while trying to catch his runaway dog and turns the garden hose on Neil, Miss Althea starts to think that she’s made a mistake. She craves peace and solitude, and Eddie is one disaster and temper explosion after another. At one point, she tries to send him away, telling him that it would be easier for him to start over somewhere else, where people don’t know his history, and he can cultivate a completely new life and image. Eddie moves out of her house, but he refuses to leave town. He has another job now, thanks to Althea’s recommendation, and he refuses to leave town as if he’s in disgrace when he hasn’t done anything wrong. I didn’t really like Eddie, particularly in the beginning, because he doesn’t really see the way he has made his own reputation and provoked other people, but I think his redeeming characteristics are his determination and perseverance. His attempts to change his reputation are clumsy and impatient. I think he expects too much of other people too soon as he tries to rebuild his relationships with the people he’s offended and pushed away before, but I appreciate that he still cares enough to keep trying until he gets it right.

In facing up to the situation with Eddie and with Jan’s clumsy efforts to figure out what’s going on and make things right, Althea also comes to some realizations about herself and the way she’s been living. Enjoying some solitude and a slower pace of life is fine as a person gets older, but Althea comes to the realization that the way she’s been going about it has been selfish and has cut her off from the people around her. She is out of touch with the lives of people who were once close to her and has failed to understand them and appreciate what they’re going through because of her determination to avoid becoming involved with other people’s problems or deal with anything unpleasant.

The reason why she doesn’t like the ugly statue is because her father carved a message in the back of it, telling her to find a “happy heart.” The theme of happiness used to be one of her father’s favorite topics of discussion when he was alive, and he often lectured her on how to be happy. Althea never liked it when he would lecture that happiness is based on the way a person lives and the choices they make, pointing out times when her own choices or priorities were making her unhappy. She always thought that her father sent her that ugly statue with the “happy heart” message before his death because he wanted to tell her, yet again, to be happy, and she felt like the statue’s ugly snarl was like a rebuke every time she wasn’t happy or made bad decisions. Being lectured and rebuked doesn’t make a person feel good when they’re already feeling bad, as Eddie knows from his experiences. However, Jan and Althea both come to realize that Althea has misunderstood her father’s message and intentions on multiple levels for most of her life.

Althea gets extremely upset one day when Jan says that someone tried to steal one of her most precious jade statues. At first, Jan’s grandmother thinks that Jan’s imagination is running away with her and that her presence in the house is too disturbing for Althea to handle, talking again about sending Jan to boarding school, but Althea later explains that Jan isn’t the reason why she’s upset. She’s upset with herself. She realizes that Jan was wrong about the person taking the statue because she herself had given the statue to Eddie, telling him to sell it to get money to start over somewhere else. However, part of the reason Eddie wants to stay in town is to help Althea, to pay her back for paying his legal bills when he was in trouble. When she sees that either Eddie or Patrick returned the statue because Eddie cares more about struggling to restore his reputation and relationships than about money, she feels terrible that she tried to bribe Eddie to leave out of her own selfish desires.

Happiness and peace of mind can’t be bought, either with money or precious objects, and it doesn’t come from avoiding the parts of life that are unpleasant. Happiness comes from embracing life, all of it, even the parts that are hard, and from maintaining meaningful relationships with people you love, even through their struggles. You have to take the bad with the good to experience life fully. Once Althea comes to these revelations about the life that she’s been living and the life she really wants to live, she feels the peace of mind she’s been seeking and no longer fears the gaze of the statue or the rebukes that she thought that her father was giving her through the statue. Her life doesn’t have to be perfect, every choice she makes doesn’t have to be perfect, other people don’t have to be perfect, and her happiness doesn’t have to be perfect and constant for it to be real happiness. However, there are a couple of other mysteries surrounding the story that Jan manages to clear up, including the fact that Althea’s father had something else in mind with his last message. Althea was so sure she knew what her father was telling her that she didn’t look deeper, but Jan does and discovers the treasure that Althea has been ignoring the whole time.

The Mystery of the Gulls

The Mystery of the Gulls by Phyllis Whitney, 1949.

Taffy Saunders and her mother are heading to Mackinac Island for the summer while Taffy’s father is in the hospital, recovering from a car accident. Taffy’s mother’s Aunt Martha has recently passed away, and she left the hotel she owned to Taffy’s mother. It’s a strange bequest because Aunt Martha hadn’t gotten along with her niece for years because she had disapproved of her marriage. There is also a condition on the inheritance. In order to retain ownership of the hotel, Taffy’s mother has to run it herself for a summer. Taffy thinks that it all sounds strange and mysterious, but her mother says that her aunt was an eccentric, and it was often difficult to understand why she did some of the things she did.

Taffy’s mother worries that something will go wrong over the summer that will prevent her from owning the hotel. It isn’t really that Taffy’s mother wants to be a hotel keeper, but since Taffy’s father’s accident, they’ve spent most of their money on medical bills. When he gets out of the hospital, he won’t be able to do his old job, which involved a lot of travel, so they’re going to have to settle down in a new city. Taffy is happy about living a more settled life than they used to live, but they’re going to need all the money they can get to buy a new home. Taffy’s mother is hoping to sell the hotel to pay their bills and buy a new home, but she can’t do that unless she can prove that she can manage the hotel first. Mrs. Saunders is hoping that her aunt’s long-time housekeeper, Mrs. Tuckerman, will help her make this summer a success, while Taffy is hoping that Mrs. Tuckerman’s daughter, Donna, will be a friend for her. Because their family has moved a lot, Taffy hasn’t had many opportunities to make and keep friends.

On the boat ride to Mackinac (which they point out is pronounced “Mackinaw” by locals), Taffy meets a boy about her age, David Marsh, who is going to Mackinac to visit his grandmother, and they talk about the sights to see on the island. There is an old fort on the island that is now a historic site for tourists, and David offers to show Taffy around. He tells her where his grandmother’s house is and says that she can come see him there, or he’ll come to the hotel, Sunset House, to see her.

When Taffy sees Sunset House, she thinks it’s charming. The hotel is a large, old house with turrets, cupolas, and a widow’s walk. Mackinac Island in general seems charming. Cars are not allowed on the island, so people get around with horses, carriages, and bicycles. Taffy’s mother talks about wanting to “wake this place up”, but Taffy thinks that the calm, sleepy atmosphere is right for the house and doesn’t want to disturb it. Since Taffy has moved a great deal with her parents because of her dad’s job, she has lived in many hotels and apartments, and she finds the old-fashioned and comfortable furniture at Sunset House to be homey. Taffy thinks that the home-like atmosphere of Sunset House is a nice change and that she will like it there. The room she shares with her mother is beautiful, also filled with old-fashioned furniture and a charming alcove with a lovely view.

It seems like Aunt Martha’s usual guests prefer the place quiet, too. The first guests that they meet are the Twig sisters, a pair of elderly ladies who are at first concerned about a new child in the house. Until Taffy arrived, the only child at Sunset House was Donna, who is described as a quiet child. Aunt Martha only rented rooms to adults with no children. Taffy learns that Donna, who is about her age, is usually never even allowed to bring other children to visit her. Taffy feels sorry for Donna and hopes that she will want to be friends as much as she does.

Besides Mrs. Tuckerman, the housekeeper, there is also a cook named Celeste. When Taffy and her mother first arrive, they are told that Celeste hasn’t prepared lunch because she’s been seeing “omens.” Apparently, this is something that she does periodically, and Mrs. Tuckerman thinks that, this time, it’s just because she’s upset about Mrs. Saunders arriving. There are three other people who also work in the kitchen, but they all seem pretty useless without Celeste’s direction. Fortunately, Mrs. Saunders is a woman of action, so she immediately takes charge of making sandwiches for lunch. To speed things up, she even offers to let guests come to the kitchen to make their own sandwiches, any kind they want, if they wish to. Although Mrs. Tuckerman isn’t sure that will work, lunch turns out fine. However, Taffy has a strange encounter with Celeste in the garden.

In the garden, Celeste asks Taffy what word the gulls are saying. Taffy did have the feeling before that the gulls are saying a word, and it sounds like the word “help” to her. Celeste says that’s what she thought, and she says that’s a sign that a storm is coming. Her fear of the bad storm coming is why she feels like she can’t cook, and it bothers her that nobody else seems to understand, implying that there is impending doom. Taffy shows Celeste a map that David drew to his grandmother’s house, which she is having trouble understanding. Celeste explains to her how to get to the house, and she also mentions a shortcut, but she warns Taffy not to take the shortcut after dark because it goes through a “goblin wood.”

Taffy meets Donna for the first time at lunch. Donna is a shy girl, but she is glad that Taffy is there because she has spent much of her time alone since children are not usually allowed at Sunset House. Taffy asks Donna about Celeste and what she means about the “goblin wood.” Donna explains that Celeste and her family have lived on Mackinac for a long time because they are descended from fur traders (this is why Celeste has a French name, although the book doesn’t mention it directly) and Native Americans (the book uses the word “Indians”). Because of this heritage, Celeste has a lot of superstitions about the island and the spirits that supposedly inhabit it. Taffy doesn’t believe in spirits, but she can’t resist taking the shortcut to David’s grandmother’s house, just to see what it’s like. She has an odd encounter in the woods with a Native American boy (called an “Indian”) wearing overalls, who refuses to speak to her and seems hostile toward her.

When Taffy sees David, she tells him everything about Celeste and her encounter in the “goblin wood.” David says that he’s taken the shortcut through the woods many times without a problem, and he never had any reason to think that it might be haunted. Taffy is a little insulted at his comment that maybe girls get scared easier than boys, and David explains that the boy might not have been as unfriendly as she thought because her imagination might just have been fueled by Celeste’s stories, so she was primed for something scary or sinister to happen. They reconsider that theory when the two of them walk back through the “goblin wood” and find a note left on a tree, telling her that she’s not wanted on the island and that her presence makes the “manito” angry. David says that the “manito” is one of the Native American gods or spirits who supposedly inhabit the island. (This is a real concept in Native American lore, but I’ve seen it spelled “manitou.”) Whoever wrote the note was trying to scare Taffy, but why?

David is intrigued by what Taffy has told him about Celeste and her “omens” and the “goblin wood”, the note left for Taffy, and the unfriendly boy in the overalls (who Taffy sees again, talking to Donna, when she and David try out his grandfather’s binoculars), and he says he is willing to help her investigate further. The two of them work out a code, where Taffy can hang things of different colors in the window of her bedroom to send him messages.

The mystery deepens when Taffy’s mother tells her that there are two vacancies in the hotel after Taffy heard Mrs. Tuckerman turn away a man who wanted a room. There is also a locked room off of Aunt Martha’s old office that Donna says no one is supposed to enter. She says that they can’t even find the key, that no one has seen it since Aunt Martha died. When Taffy talks to her mother, she says that the locked room is a library and that the boy in overalls she’s been seeing is named Henry and that he does odd jobs for the hotel. Taffy tells her mother that it seems like people don’t want them on the island, including Henry, Celeste, and Mrs. Tuckerman. Even Donna has been acting strangely. Even though she said that she was glad Taffy was there, she’s been strangely unfriendly, and she’s been telling her mother that Taffy is the unfriendly one! Taffy thinks that’s really unfair, but her mother thinks that it’s just because everyone is adjusting to the changes since Aunt Martha died. Donna isn’t used to being with other children, and Celeste and Mrs. Tuckerman may be worried about their jobs since the ownership of the hotel depends on how well Mrs. Saunders manages it this summer and what she plans to do with it when she takes full ownership. Taffy and her mother don’t even know what will happen to the hotel if Mrs. Saunders can’t prove that she can manage it well enough. Aunt Martha’s will deliberately keeps the alternate heir secret until the end of the summer.

This is only the beginning of the mysteries and puzzles. Taffy learns that the man Mrs. Tuckerman turned away from the hotel was actually an old friend of Aunt Martha who has worked in hotels in Asia and says he would like to own a hotel of his own. The storm that Celeste predicted comes, and a baby seagull crashes into the window of the Twigs’ room. Celeste thinks that’s another bad omen and that Taffy and her mother should leave. Then, someone leaves a bat skeleton in Miss Twig’s bed. Donna says that Aunt Martha used to collect things like that and that maybe her spirit put the skeleton in the bed because she’s not happy. Of course, Taffy doesn’t believe that. Too many living humans seem unhappy that she and her mother are there. Donna admits that Aunt Martha was originally going to leave the hotel to her mother before the two of them had a quarrel, and Aunt Martha changed her will. Whether Mrs. Tuckerman might still be the alternate heir to the hotel is still unknown. Donna thinks the alternate heir might be some bird society because Aunt Martha was an amateur naturalist with a fondness for birds. Could there be another heir who is hoping to drive Taffy and her mother away so they can have the hotel? Could Donna and her mother still be hoping that the hotel will come to them? Could Celeste or Henry be trying to drive them away for their own purposes?

The book is available to borrow and read for free online through Internet Archive. Like other Phyllis Whitney books, this book is something of a collector’s item now, and copies are not cheap through Amazon.

My Reaction and Spoilers

I’ve been to Mackinac Island before, when I was in my teens, and I didn’t know about the pronunciation until I read this book. I had even forgotten about the horses and carriages since I’ve been there (which might seem odd, but I only spent one day there and I was obsessed with the fudge), but Mackinac Island is still car-free today. Reading this book revived some old memories for me, and it makes me want to go back and spend more time there! I didn’t stay overnight while I was there last time, but there are plenty of hotels there, including ones that resemble the one in the story, with turrets, cupolas, and widow’s walks.

Culture and Folklore

The book mentions that there are many Native Americans living on Mackinac Island, but it doesn’t mention a specific tribe. Even though some of the spooky and ominous things that happen in the story appear to have their roots in Native American folklore and superstition, I’m not completely sure how accurate the descriptions of the folklore aspects are. From what I’ve read, it seems that manitous (or manitos) really are a part of Native American folklore in that region, but there are a couple of aspects of it in the story that I haven’t been able to verify. As a slight spoiler, we eventually learn that Aunt Martha used to collect not only animal skeletons but dead birds, which she would turn into taxidermy. Celeste didn’t think that this was fully respectful to the spirits of the creatures, although she did seem to think that Aunt Martha had some kind of special connection to the spirits of birds because she was so good with them, living, injured, or dead. Because the author, Phyllis A. Whitney spent her youth in Asia because of her father’s job, she also has a habit of introducing Asian elements to most of the books she wrote at some point. In this one, although the main focus is on aspects of Native American folklore, there is also an Asia folklore story about a Chinese gong in the hotel, which seems to have a connection to birds or winged creatures, and that complicates the situation. The effect is that Taffy sometimes feels like she is dealing with forces that she doesn’t understand, which adds some suspense, although she is also sure that there’s a person behind it all because she doesn’t really believe in all the folkloric superstitions and physical objects are being used for the strange things that are happening.

One thing that I like about Phyllis A. Whitney’s juvenile mysteries is that they do frequently include history and folklore of different places and people around the world, and they do seem generally well-researched and presented with empathy. This book and other she wrote were published in the middle of the 20th century, around the same time that other books I’ve read were also published. Some mid-20th century books for kids lean into racial or cultural stereotypes, but Whitney’s book often subvert that or show characters rethinking some of their preconceived notions. The book does use the word “Indian” instead of Native American, which isn’t preferred, but apart from that, Taffy’s attitudes and ability to look at things from someone else’s point of view are good. Taffy is characterized as a very imaginative girl, and one of the ways she uses her imagination is to picture what other people think or how they would feel about different things. At one point, David says that Celeste is crazy for all of her superstitious talk, but Taffy defends her, saying that she’s not crazy. Taffy doesn’t believe in Celeste’s superstitions, but she recognizes that Celeste believes and acts the way she does because she has spent her whole life being steeped in stories of the history of spirits. These stories don’t make sense to Taffy and David, but Taffy recognizes that they make sense to Celeste. Celeste is wrong about the spirits being responsible for everything weird that’s happening, but being wrong about something isn’t the same as being crazy.

Later in the story, the kids form a club for exploring the island and giving hotel guests tours of some of the scenic spots. Taffy, David, and Donna ask Henry to be their “Indian guide” for the tours, and Henry sarcastically asks if they’re expecting him to wear feathers. The others quickly reassure him that they’re not asking him to be the guide because they want him to put on a kitschy show for the tourists or anything embarrassing like that. They just think he would make the best guide because he knows the island better than the rest of them and all the history and stories of the island. They want to call him an “Indian guide” to emphasize his Native American heritage and provide a credential for his knowledge for the sake of the tourists, but they say they would still want him to be part of the tours even without that, just because they want to be friends and include him. This explanation satisfies Henry, and he joins their tour club. For those who would like to learn more about the history of real Native American life on Mackinac, I recommend the Biddle House Native American Museum.

Time Period and Atmosphere

This book is set contemporary to when it was written, the in late 1940s. Readers will notice that Taffy periodically mentions whether or not women are wearing slacks instead of skirts, and that’s because that was a modern fashion trend in her time. Taffy’s mother is very much a modern woman, and she wears slacks from the beginning. However, Taffy can see that many women who stay at Sunset House (although not all) are older and more old-fashioned women, who wear skirts, like the Twig sisters. At first Taffy worries about whether her mother is dressing appropriately for her new job, managing the hotel, but it works out fine.

Taffy and her mother have different views on the hotel from the beginning. Taffy thinks that the old-fashioned hotel is charming and that the quiet atmosphere really suits the place. However, Taffy’s mother thinks that the place seems depressing and wants to “wake it up” a little. Taffy worries that her mother’s attempts to “wake it up” might ruin the quietness and quaintness that appeals to their customers. This is one of the reasons why people who work at Sunset House are concerned about what Taffy’s mother plans to do with the hotel. On the one hand, they didn’t always like the way Aunt Martha did things, but Taffy’s mother is a newcomer, who might not understand which parts of the hotel’s atmosphere should be preserved.

It’s true that people often visit places like this hotel specifically for their atmosphere, and the kind of people who choose to stay at Sunset House are looking for exactly that quiet and quaint atmosphere. When she was alive, Aunt Martha cultivated that time of atmosphere and a client base who likes that. With Aunt Martha’s death, Sunset House is at a transition point, where the new ownership will set the tone for its future. I think Taffy is right that the old-fashioned charm of the house should remain because even modern people like to visit quaint and charming places that are very different from the places where they live the rest of the time, but at the time time, Aunt Martha’s ways were unnecessarily strict, and there is some room for relaxing the atmosphere without ruining the quaintness. Allowing families with children wouldn’t be bad, and when Taffy’s mother learns that Donna’s passion in life is dancing (something that Aunt Martha disapproved of), she arranges for Donna to do an evening show for the guests, which Donna and the guests love. A little live music and dancing is a way of adding some life to the old house without ruining the charm because Donna’s ballet and tap dance are also charming and tasteful.

For some context between Taffy’s mother and her Aunt Martha, I’d like to point out that, because this book takes place in the late 1940s, Taffy’s mother’s youthful visits to her aunt’s Mackinac Island hotel took place before her marriage, which was probably in the mid-1930s, given Taffy’s age. That means that she was there as a kid during the 1920s or early 1930s. Culturally, the 1920s and 1930s, post-WWI, was the beginning of the modern era, with flappers pushing the boundaries of women’s dress and behavior, and women needing to take on greater roles in working and supporting their families during the Great Depression and WWII. Taffy’s mother would have been growing up, coming of age, and marrying and having a child of her own during all of these changes, and I think this helps explain her practical, modern outlook on life and personal habits. (Remember, she wears slacks. Other women don’t, especially the older and more traditional ones.) As a member of the previous generation, Aunt Martha would have been a product of the late 19th century and early 20th century, which I think helps explain the Victorian/Edwardian style of her home and her apparent attitude that children should be seen and not heard, an attitude which seems to be shared by the Twig sisters. Not all Victorian era adults felt this way, and many parents genuinely loved and indulged their children whenever they could, but it seems like Aunt Martha clung to the strict aspects of Victorian upbringing. In fact, her resistance to listening to the needs of the young people is a central part of the mystery. In fact, it is the reason for the mystery, and we learn that Aunt Martha’s behavior wasn’t solely a matter of her upbringing but her own mercurial personality and moods.

Aunt Martha (Spoilers)

Understanding Aunt Martha is key to understanding the entire mystery because she is literally the one who set everything up. Although she is dead before the story begins, we actually do get more explanations of her thinking in her own words than almost anyone else, except for Celeste, because she left behind journals that explain everything. I got angry with Aunt Martha when I realized that her manipulation of everyone was deliberate and planned. Aunt Martha wasn’t just strict; she was controlling and vindictive. She expected everyone to consult her about everything going on in their lives and to do everything she said, just based on her say-so. Whenever anybody resisted that control because their lives were their business and not hers, she would get angry, and that’s when she would withdraw affection and support and renege on promises she had made, seeking to punish them for their resistance. As Taffy later observes, Aunt Martha was not a nice person, and in her journals, she even said that she distrusted people who were too nice and too liked by other people because she never was herself. Her hotel was charming, but she wasn’t.

The terms of Aunt Martha’s will were not so much designed to benefit someone as to punish them all. She didn’t leave the hotel to Mrs. Tuckerman, as she had originally planned, to punish her for not following her orders on how to raise Donna, even though Mrs. Tuckerman had previously let her control things for both her and Donna. Leaving the hotel to her niece wasn’t meant as a nice gesture, either. She thought her niece was an idiot whose decision to marry a man she didn’t approve of was a sign of ingratitude for all that she had done for her (whatever that was – apart from letting her visit during summer, we don’t know of anything else she did), so she expected that she would fail at managing the hotel and would be publicly embarrassed by the failure. Aunt Martha purposely set up a situation where some people would have to ensure that others would lose in order to “win” something because she liked the thought of them fighting among each other and having problems because of her.

While understanding other people’s thinking is important, I also think that it’s important to recognize that understanding does not equal approval. We can understand that Celeste’s superstitions make sense to her without believing that everything has a supernatural cause, and we can also understand why and how Aunt Martha decided to use her will to get back at everyone for defying her in some way while recognizing that everything she did was toxic and done out of malice. What eventually stops it all is the revelation of Aunt Martha’s thinking and the understanding of the motives of the people doing all the strange things at the hotel. Taffy and one other person realize that, in spite of Aunt Martha’s manipulation, there is still a way for everything to work out well for everyone, with no “losers” in the situation. Once they figure that out, they are able to explain things to the others and get them to cooperate.

There is a theme in the story about good people who do bad things, but that applies more to the people Aunt Martha manipulated than Aunt Martha herself. Aunt Martha was good to birds and helped them heal when they were injured, but she wasn’t so kind to her fellow human beings. Some of the characters in the story think that they have no choice but to do what they’re doing because of the way Aunt Martha set things up, and it’s very hurtful to Taffy because she thought they liked her and she liked them, yet they were plotting against her and her mother the whole time. Taffy’s mother says that they did like them and feel badly about what they did, that they just felt trapped. I was bothered by some of the characters talking about how likeable these characters were because I don’t like people letting others off the hook for doing harmful things just because they can be pleasant and charming sometimes. There are serious abusers who too frequently get off the hook for those reasons. Heck, people let Aunt Martha get away with many of the things she did because she was nice to birds and could be charming and helpful sometimes, but her journals explain detail how little she thought of other people and how she schemed to manipulate and control them. Her last act was to do something she knew would hurt and embarrass the people close to her and cause them problems with each other.

Fortunately, even though the offenders are otherwise nice and likable, the book doesn’t let them off the hook for their behavior. I was gratified that Taffy’s mother and other characters say that people need to take responsibility for their choices, even if they’re “all mixed up inside”, and that doing things that harm others can’t be excused. Even the miscreants just saying that they understand now that they were wrong about what they were thinking and doing doesn’t get them completely off the hook. Instead, the characters make the offenders each pick a way to punish themselves and make amends for the trouble they’ve caused, to show everyone that they’re genuinely sorry and really mean to make things right. I like it because, as Taffy points out, their behavior makes her wonder about their entire relationship. How much of their previous likeability was just an act while they were scheming against them behind their backs, and what is their relationship going to be now? Can they still be friends, or is that all over because they were plotting harm the entire time? The punishments they give themselves are a gesture to show that they really do regret what they did and that they are going to follow through on that regret and change for the better. Nobody gets away with causing problems just because they put on an outward show and come across as likeable. In the end, they’re not trying to insist on everyone letting them go because that’s what they want, and they’re not acting as though they’re entitled to anything or deserving of being treated as special exceptions. It’s just them, taking responsibility for themselves and owning their feelings and motivations, as Aunt Martha never fully did outside of her journals. As Mrs. Saunders says, “like anyone who does wrong, they’ll have to take their punishment.” Their willingness to do that and to admit that they were wrong and make amends is what paves the way to repairing their relationships with the others.

I was disappointed, though, that we don’t really get to see the miscreants explain themselves. The Taffy’s mother and others talk to them without Taffy being present, saying that they want to handle the matter privately, even though Taffy is the main character and the one who was investigating the mystery all along. It’s sort of weird that the main character was shut out of the final discussion. Because she’s not there, readers don’t get to “see” exactly what happened or hear the miscreants’ explanations in their own words. Taffy’s mother just tells her about it afterward, and that feels like a cheat. “Show” is generally better than “tell.”

A Touch of Cottagecore

I think this mystery story about a summer spent in an enchanting place, with an old-fashioned hotel and an island with horse-drawn carriages, might appeal to fans of the Cottagecore aesthetic. The kids in the story have some independence in where they go and what they do. Taffy is allowed to spend some time exploring the island with David, seeing the sights and enjoying the beauty of the island. The garden around the hotel has pretty flowers, and Taffy starts learning some of their names. She never had the opportunity before to learn much about flowers because she’s been living in hotels and apartments. She thinks that, when her family finally has their own house, she also wants her own garden with flowers.

Some characters in books make up their own special words which are only used in their story, and the word for this book is “exasper-maddening”, which Taffy and her father use to describe her mother’s behavior at times. The mother is a woman of action, which can be good when someone needs to take charge of the situation. However, she is also impulsive and stubborn, given to doing things as soon as she gets the notion to do them and sweeping everyone else along with her, and she also has a tendency to focus on whatever seizes her attention in the moment instead of what’s concerning someone else.

Hilda’s Restful Chair

Hilda’s Restful Chair by Iris Schweitzer, 1981.

One hot morning, Hilda finishes watering her garden and decides that she needs to rest for a while.

When Hilda needs to rest, she has a special place she likes to go – an old armchair that she keeps in a shed. She calls the chair her “restful chair.”

Hilda is joined in her restful chair by Osbert the wombat and Cadbury the cat. However, Osbert and Cadbury aren’t the only animals who enjoy the restful chair. Soon, a pair of rabbits ask to join the others in the chair.

As Hilda and her animal friends sit in the restful chair, other animals come to join them. As the chair becomes more loaded with animals, it starts to creak and groan.

Eventually, the chair just can’t take it anymore, and it falls over, dumping everyone onto the floor.

Still, all the animals decide that they had a good rest. As the animals leave, Hilda sets the chair up again, and she and her animal friends go inside to have some watermelon.

The book is available to borrow and read for free online through Internet Archive.

My Reaction

This is a cute, fun story about animals who enjoy a comfortable chair as much as a little girl. Kids like stories with repetition, and they would probably enjoy seeing the parade of animals who come to join Hilda in her chair. They would probably also see the ending coming, that the chair won’t be able to hold everyone. It’s just a question of which animal is going to be the last straw for the chair. Fortunately, no animals were harmed by this experience, and even the chair seems okay, even though it fell over.

Because there is a wombat in the story, I assumed that the story takes place in Australia. It probably does, but from the publication information, it looks like it was first printed in Great Britain. The author was originally from Israel, but she was living in London at the time the book was published.

Clifford Takes a Trip

Clifford

Clifford Takes a Trip by Norman Bridwell, 1966.

Emily Elizabeth and her parents don’t usually take long trips during the summer because it’s too difficult to bring Clifford along. He’s just too big to go on trains or buses. One summer, Emily Elizabeth’s parents decide to go camping in the mountains. They can’t take Clifford, so they leave him behind with a neighbor.

However, Clifford misses Emily Elizabeth too much, so he decides to go find her! A gigantic red dog can create a lot of chaos on a cross-country trip.

Along the way, he does help a man with a broken-down grocery truck, and the man is grateful enough to feed him.

He also arrives at the family’s campsite just in time to save Emily Elizabeth after she thought it would be fun to play with some baby bears she found.

The family considers that next year, they may find a way to take Clifford with them somewhere else.

The book is available to borrow and read for free online through Internet Archive (multiple copies, including one in Spanish).

My Reaction

Like all Clifford books, the humor is based around Clifford’s enormous size. Even though the family thought that it would be too far for Clifford to walk to come to the mountains with them, he tracks them down there anyway. Then, after he rejoins his family, he sleeps with Emily Elizabeth, his ear propped up to be her tent. The idea they’re considering next for transporting Clifford is a flat-bed truck. I could well imagine my own dog trying to track me down if I went on vacation without her, but fortunately, when your dog is about the same size as Toto in the Wizard of Oz, traveling with a dog isn’t as difficult.

Ruth Fielding in Moving Pictures

Ruth Fielding

One day, while Ruth Fielding is out with her friends, Helen and Tom, they see a film crew working by the river. (Because this is the 1910s, they are making a silent film and using the kind of old-fashioned movie camera that needs to be cranked, like the one shown in the picture to the right.) They talk about whether to not they would like to be in movies themselves. The girls think it sounds exciting, but Tom thinks that they’re too young. The girls say that they are not too young because the actress who is being filmed looks like she’s about their age. As they watch, the young actress accidentally falls into the river, which is freezing cold because it’s winter. Ruth and her friends hurry to help pull her out before she drowns. When they get her out of the river, Ruth is appalled at how unconcerned the director is for the actress’s health while she’s clearly suffering from the cold. Ruth and her friends take the actress, Hazel Gray, back to the Red Mill where Ruth lives, where she can warm up and recover.

While Hazel is resting at the Red Mill, she and Ruth tell each other about themselves. Like Ruth, Hazel is also an orphan. Her parents were actors, and some friends raised Hazel to be an actress after her parents died. Ruth tells Hazel that she has been thinking about writing a movie scenario (script) just for fun, and Hazel offers to show it to the director if she does. Ruth isn’t sure she likes the idea because she didn’t like the director, Mr. Grimes. Hazel explains that, while the director can be callous and abrasive, he is a famous director who really knows his business and can help actors and scenario writers make their careers.

The next day, Mr. Hammond, the manager of the film company, comes to the Red Mill to see how Hazel is and to ask Ruth about how the accident happened. He seems concerned about whether or not Ruth’s description of what happened matches what Mr. Grimes told him. Ruth explains what she saw to Mr. Hammond, and she also tells him what she thinks about Mr. Grimes’s lack of concern about Hazel’s welfare. Mr. Hammond says that it’s impossible to change other people, indicating that he knows how callous and unpleasant Mr. Grimes can be, but he promises to make sure that Hazel gets a fair deal for her acting and the accident she suffered.

While he is there, Mr. Hammond becomes fascinated by the quaintness of the Red Mill. He thinks that it would make an excellent setting for a movie. Ruth says that she would love to write a scenario about the Red Mill herself. Mr. Hammond asks her if she’s ever written a scenario before, and Ruth admits that she hasn’t, but there has to be a first time for everything. Mr. Hammond is amused and says that he would be very interested in any scenario that Ruth might write. However, he suggests to her that, before she writes a scenario about the Red Mill, she write a short story about something else, something exciting, so he can see what her writing is like. Ruth happily agrees, and after she returns to boarding school with her friends, she starts writing.

Ruth and Helen are now seniors at their boarding school, and they are starting to think nervously about their lives after graduation. They know that they want to go on to college, but they find the prospect intimidating, too. Neither of them is quite sure what they want to do with their lives. The idea of growing up in general sounds frightening.

The girls aren’t the only ones showing signs of growing up but feeling awkward about it. Ruth finds herself getting unexpectedly jealous about Tom having a crush on Hazel. Helen says that Ruth simply hasn’t been paying attention to the things the boys are doing. All of Tom’s friends at his school have crushes on actresses, and they’ve been collecting pictures of them from the newspapers and pinning them up in their rooms. At the same time, Tom seems oddly sullen that other people are starting to treat Ruth and his sister as young ladies. It’s one thing for him to have a crush on Hazel, who is a couple of years older than they are, but he doesn’t seem to like the idea of Helen and Ruth seeming too grown up.

These things are in the back of Ruth’s mind as she finishes writing her story. After she sends her story to Mr. Hammond, a fire breaks out in one of the dormitories at the school because of a neglected candle. The dormitory that is destroyed is the one where Ruth lives with her friends. Ruth is tempted to try to save their belongings, but the teachers tell her that it’s just too dangerous. They’re just thankful that all the girls are safe.

After the fire, there is the question of rebuilding the dormitory. At first, they think that the insurance money will pay for a new dorm, but it turns out that the school’s forgetful headmaster accidentally let the insurance policy lapse. Some of the girls at the school are from wealthy families, and they are sure that their parents would be willing to contribute to the building of a new dorm, but Ruth sees a couple of problems with that. First, while the wealthier students’ families would certainly be able to contribute sizable amounts toward the building project, the families of poorer students may hesitate to contribute at all because they may be embarrassed that they cannot possibly match the donations the wealthier families can contribute. Second, the girls are overly relying on their parents. While the parents may be glad to help, Ruth thinks it would be better to find a way that the students themselves can contribute to the building fund. The other students agree that they would all like to find a way for everyone to contribute.

An idea for a group project the entire school can participate in comes to Ruth when Mr. Hammond sends Ruth a check to pay for her first story. He thinks that Ruth has a great talent for writing, and he’s going to make her story into a short, one-reel movie! That makes Ruth realize that, if she can write a short story for a short movie, she can write one for a long, five-reel picture. If she can write a long scenario for a movie, all of the girls in the school can be in the film! She thinks that she can persuade Mr. Hammond to produce the picture and distribute it to the surrounding town, and the royalties from the movie can pay for the dorm reconstruction.

Mr. Hammond agrees to help Ruth and her friends make a movie on behalf of the school, and the school’s headmistress agrees to allow the students to participate in the project. The donations that the school has already received from the parents have paid for the removal of the ruins of the old dormitory and the beginning of the construction of the new one, and the money the girls earn from the movie can pay for the completion of the building project. Ruth already has an idea for the plot of the movie, one about girls at a boarding school, so they can film the movie on their own campus. Mr. Grimes turns out to be the film director, and he is still temperamental, but he shows more patience when dealing with the students than he had before.

There are complications, of course. Hazel Gray is one of the professional actresses helping with the movie, and Ruth is still jealous about how fond she seems of Tom. Then, there is drama when the other girls learn which girl left the candle unattended and vent their wrath on her. The girl, Amy, was already a troubled student with an unhappy home life. Then, Amy gets upset when the boy she likes seems to be getting too friendly with Ruth, and she runs away. Ruth and the other girls have to search for her, and they learn the embarrassing secret behind the dormitory fire and some other secrets that Amy has been hiding from them.

This book is now in the public domain and available to borrow and read for free online through Project Gutenberg.

Not exactly a mystery, but there are some things that Ruth and her friends discover some secrets about their prickly fellow student, Amy, and when she runs away, the other girls have to figure out where she went and rescue her. Although Ruth and the other girls are unhappy with Amy because of the dormitory fire and because Amy frequently has a sour attitude, but they become more sympathetic when they learn more about some secrets that Amy is hiding. The embarrassing secret behind the dormitory fire is that Amy is afraid of the dark. She doesn’t want to admit it to the other girls because she doesn’t want to be teased, but that’s why she left a candle burning in her room; she was afraid of returning to her room after dark. The school has electric lights, but she grew up in a more old-fashioned town and isn’t used to them.

Worse still, Amy is terrified that her father will find out that she caused a fire at school. He is already harsh with her, and it has gotten worse since he remarried. He seems to view the child from his first marriage as a nuisance, and it seems like he sent her to boarding school to get her out of the way as he starts a new life with her stepmother. Actually, Amy’s father’s reasons for sending her to boarding school were not just to get her out of the way. Ruth and the others learn that part of Amy’s difficulties with her stepmother have partly been because Amy behaved badly toward her because her aunts disliked her and were a bad influence on Amy. It wasn’t just that the boy she liked seemed to like Ruth that made her run away; she had gotten an angry letter from her father that not only accused her of doing something bad before she left home but also saying that he has heard rumors about her involvement with the fire. He is coming to the school to find out for himself what she’s been doing there, and Amy is terrified of what he will do when he gets there.

To find Amy, the girls and Curly (the boy Amy likes) have to think of all the things they know about Amy and the places she could have gone. Curly knows more than the girls do because Amy confides in him. I appreciated that Ruth and the other girls are much more active in this story in solving the problem of Amy’s disappearance than they often are in other books. In the earlier books in this series, Ruth and her friends frequently rely on chance and coincidence to reveal hidden information and other people to carrying out the final action, but this time, they use their own reasoning to figure out where to look for Amy and go after her themselves. In some ways, I think that the more active roles that Ruth and the others play in the story are because they are growing up. Amy is younger than Ruth and her friends, and they feel responsible for her. In earlier books, adults and others were looking after them and helping them, but now, they are older than someone else. I’m looking forward to seeing how this develops in other books in the series.

When they find Amy, she has had a bad reaction from poison oak or poison sumac, and everyone feels sorry for her. Amy gets the first sympathy that she’s had for some time. Amy straightens out her relationship with her father when he comes and realizes that she was unfair to her stepmother. The other girls at school forgive Amy for the fire when they find out what she’s been through, and her father makes a generous donation to the building fund.

One of the most unique features of this book is that the characters are growing up, and it’s part of the story. That’s something that doesn’t happen in other, later Stratemeyer Syndicate books. In this book, Ruth and her friends graduate from their boarding school. As the girls think about their graduation and going on to college, they’re a little intimidated because they don’t know what they want to do with their lives, but Ruth discovers her talent for writing movie scripts/scenarios. (These are silent films in her time, so there’s no dialog for the “script.” Any dialog that the audience needs to understand would have been shown in text in the intertitles. I think that’s why they call this form of script a “scenario” in the book.) There is some awkwardness in the way the boys and girls in the story start looking at each other because they realize that they’re becoming young ladies and young men. They’re not used to thinking of themselves and each other in that way, and they’re developing crushes.

You won’t find this sort of thing much in the on-going Stratemeyer Syndicate book series, like Nancy Drew and the Hardy Boys. Those characters are frozen in age on purpose, and the Ruth Fielding series was part of the reason why. In early Stratemeyer Syndicate book series, like Ruth Fielding and the Rover Boys, the characters did age. They grew up, graduated from school, got married, and eventually, had kids of their own. The problem for the Stratemeyer Syndicate was that, when their characters got married and became parents themselves, they were starting to get too old to be teen detectives and young adventurers. Their child audiences wanted to read about kids like themselves or teenagers or young adults, not people who were more like their own parents. So, whenever characters started getting too old for the target audience, they would have to end that series and start a new one. After going through the Rover Boys and Ruth Fielding and some of their other popular series in this way, they realized that they could keep a book series going much longer if they just didn’t let the characters age.

That’s why Nancy Drew and the Hardy Boys are frozen in age somewhere in their late teens or early 20s, and the books typically leave it vague which it is. It’s mostly important that readers know that the characters are young but old enough to travel and have adventures by themselves. Nancy Drew is not going to school, and if she takes any classes in individual books, she isn’t studying for a degree. If she did, her series would eventually end because she would graduate and move on to adult life. Similarly, the Hardy Boys are learning to be private detectives by working with their father, who is a private detective, but they will always be in that apprentice phase, so their series can continue. There are times when the characters date other characters or have crushes, but their romances don’t progress to anything serious because that would also age the characters. Every decade or so, the books in those series get revamped or the characters get a new, updated series that incorporates modern technology and culture, but the characters stay roughly the same age throughout. It’s basically what happens with new Scooby-Doo cartoon series, but with books, and the Stratemeyer Syndicate did it with their characters first.

Part of the reason that I wanted to read the Ruth Fielding books was that I knew the characters would age, and I also knew that she was a kind of prototype for Nancy Drew. The Nancy Drew series started around the time Ruth Fielding’s series ended, as a replacement for Ruth Fielding. Fortunately, we’re not at the end of Ruth Fielding’s series yet. The series doesn’t end with her boarding school graduation. It continues through her time in college and into her career in the movies.

The Secret Garden

The Secret Garden by Frances Hodgson Burnett, 1911, 1987.

When Mary Lennox arrives in England following the deaths of her parents, people think that she is a peculiar child. She was born and raised in India. She is very thin, and her skin has a yellowish tint because she was frequently ill there. She also has a sour disposition, and it’s not just because she is grieving for her parents. Mary comes from a wealthy family, but she has been emotionally neglected for most of her life. She has not experienced real affection from anyone in her life, so she feels little affection for anyone. Her father worked for the British government in India, and between his work and his own illnesses, he never really had time for Mary. Her mother was a beautiful but frivolous woman who spent most of her time at parties or entertaining her friends. Her mother never really wanted a child at all, and she left Mary’s care and upbringing to an Indian nurse, with the instructions that the nurse keep Mary out of sight as much as possible. Her mother just didn’t want to bother with her. Because her mother didn’t want to be bothered with hearing Mary cry, even as a baby, the nurse and other household servants gave Mary anything she wanted and let her do as she pleased to keep her content. As a result, Mary became a spoiled and unmanageable child, and governesses who came to teach her never stayed very long because she was so temperamental.

Everything changed when Mary was nine years old. A cholera epidemic broke out, and Mary’s nurse was the first to die in their household. (Mary’s frivolous mother even admits, in Mary’s presence, that she was warned to leave the area weeks ago, but she wanted to stay for the sake of a dinner party. When the nurse dies, she realizes for the first time that she’s been a fool.) The other servants forgot about Mary in their panic, and people fled the area. Mary is discovered alone in the house by soldiers, who inform her that her parents died during the night. Mary is cared for temporarily by a clergyman and his family, but she doesn’t get along with the other children because she is spoiled and temperamental. She likes to play alone, pretending that she is planting a garden, so the other children tease her about being Mistress Mary, Quite Contrary from the nursery rhyme. Then, she is sent to England to live with her uncle, Archibald Craven, at Mistlethwaite Manor. She knows nothing about her uncle or England, only that her uncle supposedly lives in an isolated house and never sees people.

The trip to England opens Mary’s eyes a little to the world and the ways of other people. She begins to notice that other children are treated differently from the way she’s always been treated. Other children seem to belong to adults who care for them, their mothers and fathers. Mary has never really felt like she belonged to anyone. In fact, many of her mother’s friends were completely unaware that she even had a child because Mary was always kept out of sight, and her mother had always lived like she wasn’t a mother at all. Mary has so little connection to her own parents that she doesn’t miss them at all when they’re gone. People keep saying that it’s such a shame that her mother was so beautiful and charming and that her daughter is so unattractive and unpleasant, but the adults also comment to each other that if Mary’s mother had spent any time with her or cared for her, Mary might be very different. Mary doesn’t think of herself as being unpleasant, although she often thinks other people are unpleasant.

On her arrival in England, she is met by her uncle’s housekeeper, Mrs. Medlock, a no-nonsense woman. Mrs. Medlock tells her that her uncle’s manor is grand but gloomy and peculiar. It’s 600 years old, located near a moor, has over 100 rooms (most of them closed up and unused), is full of fine things, and has a garden around it. It all sounds very different from India, and Mary finds it hard to form an opinion about it. Mrs. Medlock is surprised at how unresponsive Mary is, and Mary says that there isn’t much point in her thinking or feeling anything because what she thinks and feels won’t change her situation. She has to go live at the manor whether she likes it or not. Mrs. Medlock admits that is true and that she doesn’t expect that Archibald Craven will pay much attention to her. He was married, and he and his wife loved each other very much, but his wife died, and that’s part of the reason why he lives like a hermit now. He also has a crooked back and doesn’t like for many people to see him. This begins to awaken some feelings in Mary. For the first time in her life, Mary feels a little sorry for her uncle, hearing about the sad death of his wife. It reminds her of something from a book. Mary begins to think that life at Mistlethwaite Manor sounds like it’s going to be lonely and dreary. Mrs. Medlock says that she will be expected to entertain herself most of the time.

Mary’s first impressions are indeed as lonely and gloomy as she expects. When she arrives, he is met by more servants, not her uncle. Mrs. Medlock is told that Mary’s uncle doesn’t want to see her and that she should be taken to her rooms. She is told that her uncle is leaving for London in the morning, and that she will be expected to keep to her rooms.

The only person who is pleasant to Mary is Martha, the house maid. Mary is surprised at Martha’s friendly and open manner because the servants in India always behaved in a servile way, even taking blows and abuse without complaint. When Mary sees the moor for the first time in daylight, Martha asks her if she likes it. Mary says that she doesn’t, but Martha tells her that it’s only because she’s not used to it and that she’ll like it better when she gets used to it. Mary asks Martha if she likes the moor, and Martha says she does. She describes to Mary all of the things that she likes about the moor, including the plants, the smells, the fresh air, and the sounds of the bees and birds. Martha waits on Mary a bit, but not in the way that the servants in India did. Mary is shocked to discover that there are some things that Martha expects her to do for herself, like dressing herself.

There is some racial talk at this point in the story, but the attitudes of the characters are somewhat mixed. Some of it seems to be inappropriate or derisive (mostly on Mary’s part), but some of it also seems friendly or interested in other races (mostly on Martha’s part). Martha says that things in India were different because there were more black people there inside of white people. The story uses the word “black”, apparently not making any distinction between people from Africa and people from India, like all non-white people are “black” by default. (My conclusion, from this part of the book and some later comments, is that Martha actually doesn’t know the difference.) Martha confesses that, when she first heard that Mary was coming from India, she might even be black herself. Mary is enraged at the idea that anyone would think of her as being “black” or a “native”, and she calls Martha a “daughter of a pig” because that’s what people in India would have thought of as one of the worst possible insults. Martha is unphased by this temper tantrum and just tells Mary that there’s no cause to be angry and that girls shouldn’t use language like this. Martha says that she wasn’t at all upset when she thought that a black girl might be coming to live at the manor because she’s never actually met a black person before and was looking forward to having that new experience. She says that she has nothing against black people and has heard that they are quite religious. Mary tells Martha that she doesn’t know anything about black people because they are only servants, not people, and she bursts into tears. Mary thinks this because the only non-white people she’s ever known were servants, and she doesn’t want to be thought poor and servile. To placate Mary, Martha admits that she doesn’t know much about these things, but Mary is the one who is about to get some new learning experiences.

Martha, who describes herself as being a somewhat common person, says that her mother always said that it’s a wonder that rich children don’t all turn out like fools because they don’t do many things for themselves, and she says that it will be good for Mary to learn how to do some basic things to take care of herself, like how to get dressed without help. Mary tells Martha that it was “not the custom” for children in India to dress themselves because that was only life she ever knew. The servants used to dress her and do things for her like she was a little doll instead of a person, and at first, Mary doesn’t know what to do or say when Martha speaks to her in a personal way, like a human being, or insists that she do things for herself. It helps that Martha comes from a large family with twelve children. She might know a lot about the world and other cultures, but she knows a lot about what to do with children and what children can be capable of doing, and these are things Mary needs to learn.

Mary is surprised when Martha tells her about one of her brothers, Dickon. Dickon has a way with animals, and he has tamed some wild animals, including a wild pony that he can now ride. Mary has never been allowed to have a pet before, although she has always wanted one. Mary has rarely been interested in anything, but Dickon begins to fascinate her.

Since there is little in the house to amuse a child, Martha insists that Mary go outside by herself and explore. Nobody will entertain Mary, so she must learn to play and amuse herself. For a start, Martha says that Mary can go look at the gardens. Intriguingly, Martha mentions that one of the gardens is locked. Mary asks why, and Martha says that the garden used to belong to Mrs. Craven and that Mr. Craven has kept it locked since she died ten years ago. He even buried the key somewhere. In spite of herself, Mary begins to be very curious about the locked garden and the reason why it is kept locked. As she explores outside, she discovers that the house is surrounded by several walled gardens, most of which have open doors in their walls. It is winter, so most of the gardens are bare. It is dreary, but Mary sees a robin and is cheered by its singing.

Mary is not accustomed to people liking her or to liking other people, but she begins making friends with the gruff old gardener, Ben Weatherstaff. He can whistle for the robin, and it comes to him, and that intrigues Mary. The gardener tells Mary about robins and about the friendly robin in particular. Seeing him interacting with the bird prompts Mary to mention that she is lonely, a revelation that surprises her. Her nurse didn’t like her, and she was never allowed to play with other children, so she has never had any friends. Ben Weatherstaff understands about loneliness because he doesn’t have much company, except for the birds. He is accustomed to plain speaking, and he comments that he and Mary have much in common, both being sour of disposition and plain looks. Mary is surprised at this candor and at the image it has given her of herself. The only people who interacted with her before were servants, who were paid to praise their employers. It never occurred to Mary before how other people really saw her and that her lack of human contact and affection is part of the reason why she feels so sour, behaves badly, and has trouble feeling emotional connections to other people because, to her, that was just normal life. The move to England is starting to show her that what she has always thought of as normal isn’t really, and her version of normal wasn’t even really healthy for her. She is touched when the robin acts like it wants to be friends with her, the first living thing that really seems like it wants to like her, and Mary finds herself liking a living thing for the first time, too.

It starts to become routine for Mary to explore the gardens every day, and she begins to grow healthier with the fresh air and activity. The cooler climate of England agrees with Mary more than the warmer climate of India, and her explorations and time alone awakens her mind and imagination. Martha’s practical mother hass Martha give Mary a gift of a skipping rope and tells her to have Mary spend as much time outside as possible. Mary begins to like Martha’s mother and Dickon from the stories Martha tells her about them. She’s not accustomed to liking people, and it surprises her that she can like someone just by description, without even seeing them. Martha poses a question to Mary about whether or not she likes herself, a question her mother once asked her when she was being critical of other people. Mary never thought about it before, but she has to admit that, now that she thinks about it, she doesn’t really like herself, and she can now see why other people didn’t like her before.

Mary begins to grow closer to Martha, who is also lonely, in her own way. She misses her mother and all her brothers and sisters when she’s working at the manor, and the other servants make fun of her for her common speech and Yorkshire expressions. Mary doesn’t make fun of her speech because, after living in India, she understands that some people just speak different dialects and doesn’t consider it unusual to not understand everything a person says, so Martha doesn’t mind spending time with Mary and talking to her, answering her questions as best she can. It isn’t always easy because, as she admits to Mary, there are things about the house and Mr. Craven that she’s not allowed to talk about. Mr. Craven is a very private person, and Mrs. Medlock won’t let the servants gossip too much.

Mary asks Martha more about the locked garden and why Mr. Craven hates it. Martha says that she might as well know that he used to love it when Mrs. Craven was alive because the two of them tended it together and spent a lot of time there. There was a tree with a branch shaped like a seat, where Mrs. Craven liked to sit. One day, the branch broke, and Mrs. Craven was hurt so badly by the fall that she died the next day. Ever since, Mr. Craven can’t bring himself to enter the garden or even hear anybody talk about it.

Something that Martha refuses to explain to Mary is the mysterious crying noises that Mary sometimes hears. She makes excuses, like it’s the wind or another maid with the toothache, but Mary is sure that it’s a child crying inside the house. Mary tries to explore the house, but Mrs. Medlock stops her from poking around too much. It’s only outside that Mary is truly free to explore.

Then, while watching the robin the garden, Mary finds both the key to the locked garden and the door inside. At first, the old garden looks dead, but then, she finds some tiny growing things. Mary begins tending the garden herself, realizing that, if she weeds the garden, there will be more room for the plants to grow. She asks Martha some questions about plants and gardening, and Martha explains some things, saying that Dickon knows more about gardening. Martha is pleased by Mary’s new interest in gardening. She doesn’t know that Mary has gotten into the locked garden, but her mother said that it would do Mary good to have a little space to make a garden for herself. Without telling Martha her secret, Mary says that’s just what she wants to do. Martha helps helps Mary write a letter to Dickon, asking for his help getting gardening tools and seeds and getting her garden started.

When Mary finally meets Dickon, she lets him in on the secret of the locked garden, but she swears him to secrecy about it. Mary has come to identify with the garden because, like Mary herself, it’s been neglected for a long time. For ten years, it was left alone, and nobody cared whether it lived or died, but Mary cares. She is determined to help it live, and she doesn’t want anybody to stop her. Dickon also finds the secret garden fascinating, and he is willing to help tend it in secret. He shows Mary how to tell which plants are alive or dead, and he explains what they will need to do to restore the garden to its former glory.

Mr. Craven inadvertently gives Mary permission for her secret activities when he sees her for the first time, to check on how she’s doing. He apologizes to Mary for being a negligent guardian, admitting that he has forgotten to hire a governess for her. He is forgetful because his health is poor, but he says that he does care about her welfare. Mary begs him not to give her a governess right away because her health is improving from playing outside in the gardens. Mr. Craven admits that what she says agrees with advice that Martha’s mother has given him about caring for Mary, so he says that she may go without a governess for now and may spend as much time outside as she likes. He asks her if she would like any toys, dolls, or books, and Mary asks him if she can have some earth for planting things instead. Mr. Craven says that she reminds him of someone else, but he agrees that she can have any patch of earth that she likes, as long as it’s not being used for anything else. He is going to be traveling abroad for his health until next winter, so Mary knows that she will have plenty of time for working in the secret garden and Mr. Craven’s technical, if unknowing, permission.

The mystery of the crying that Mary sometimes hears is solved when she boldly investigates the sound one night and finds a strange boy, about her age. She asks him who he is, and he says that he is Colin Craven, Archibald Craven’s son. When Mary explains that Mr. Craven is her uncle, the two of them realize that they are cousins. Colin explains that people aren’t allowed to see him or talk about him because he is ill. His father worries that Colin will have a crooked back, like he does, and Colin doesn’t want anybody to see him like that. He admits to Mary that people used to take him places when he was younger, and people would stare at him and whisper about him, and he hated it. He could tell that people thought he looked sickly and that they were sorry for him. Colin thinks that he is too sickly to live to adulthood because he has heard people talking about the possibility of him having a lump on his back and the possibility of him dying when they think he couldn’t hear them or couldn’t understand. However, he has understood all of it from a young age, and it has always terrified him. He doesn’t even trust his doctor because his doctor is a relative of his fathers and stands to inherit the manor if Colin doesn’t live to adulthood. Colin can tell that the doctor is hoping that will happen. The doctor hasn’t actively tried to harm Colin, but he hasn’t been very much help, either.

Colin is every bit as spoiled as Mary was when she first arrived in England. Like Mary, he has been shut away from most people and looked after by servants, who give him anything he wants and do whatever he says because they feel sorry for him and because he throws fits when they don’t. His father rarely sees him because he looks like his mother, which makes him sad, and he fears that he will see Colin become deformed or sicken and die. In meeting Colin, Mary finds herself confronted by a child very much like herself, but it turns out that she’s more than a match for him. In fact, she’s exactly what Colin has needed, to the amusement of all the servants. She doesn’t give in to Colin’s imperiousness nor his hysterics. She offers him the reassurance that he has needed that he is not deformed nor likely to die when he admits to her what his real fears have been. She provides him companionship and also gives him new things to think about besides his worries. Because he rarely leaves his room, he doesn’t know anything about the secret garden, but after she has determined that he can be trusted to keep the secret, she tells him about it. Colin badly wants to see it, and Mary asks Dickon to help take Colin out to see the garden in his wheelchair. As the children enjoy and work in the garden, restoring it to life, it also offers new life to the neglected children. As the flowers grow and bloom, the children blossom, too.

The book is public domain now, and you can read it for free online through Project Gutenberg and Internet Archive. You can also read it in your browser through Lit2Go, which also includes audio readings of each chapter. There have been many different printings of this book with different illustration. The edition I used for the pictures on this review was from 1987. It has been made into movies several times.

My Reaction

Benefits of Nature and the Power of Positive Thinking

I love the atmosphere of The Secret Garden! The old manor house is wonderfully old-fashioned and gloomy. Mary’s bedroom has tapestries on the walls, and the house is mysterious and maze-like inside and surrounded by walled gardens and the open moor. Like Mary at the beginning of the story, I’ve never lived anywhere with a moor, and Martha’s descriptions of the plants and smells of the moor helped.

One of the most prominent themes in the story is the love of nature. The children see miracles in nature, and they find their interactions with growing plants healing to their spirits and bodies. There is also a strong emphasis on the power of positive thinking. The children come to realize that many of their emotional and health problems stem from their negative thoughts, and they make a conscious effort to focus more on positive things, replacing old, negative habits with healthier ones. The improvements they experience in their lives and attitudes give them encouragement to keep working on improving their thinking habits.

Frances Hodgson Burnett’s thoughts on healing and the power of positive thinking come from a time in her life when she suffered from severe depression and “nervous prostration.” While struggling to recover from her emotional disorder, she researched Christian Science, metaphysics, New Thought, and spiritualism. The philosophies of the characters in the story seem to be an amalgamation of different philosophies and schools of thought, not strictly adhering to anything in particular. There isn’t anything particularly religious about the children’s thinking, which I think makes sense because these neglected children probably haven’t been schooled much in religion. The children’s thoughts seem to be based on bits and pieces that they’ve read or heard about from others and some pieces of Eastern philosophy from Mary’s time in India, along with some things which seem to be their own invention. Colin thinks that the healing he experiences and the power of nature are some form of magic, and he decides that he’s going to spend his life experimenting with this type of magic and telling others about his discoveries. I found this part of the story interesting because Colin’s scientific concepts of magic and magical experiments remind me of Gerald Gardiner and the origins of Wicca (this Timeline documentary on YouTube explains it – the part about his youth is 10:30 in – that’s the part that reminded me the most of this book). Gerald Gardner was ill as a child because he was an asthmatic. The climate in Britain, where his family lived, didn’t seem to suit him, so his parents arranged for him to travel with a nanny. He spent much of his youth living away from Britain, in areas with warmer climates. The change of climate helped him, but during his travels, he also developed an interest in ritual healing magic and folk remedies, which he also believed helped him, and he conducted magical experiments to perfect his rituals. He combined these ideas and experiments with his own research into spiritualism and philosophical systems to form Wicca. Gerald Gardner was born before The Secret Garden was written, but his magical experiments and promotion of the Wicca movement occurred decades after this book was written, in the 1930s and 1940s, so Frances Hodgson Burnett couldn’t have used him for inspiration. I think it’s more that he found inspiration from similar spiritualist and philosophical sources, and he also used the natural environment in dealing with a chronic illness, as the author and the characters in the book did.

I don’t really believe in the more magical/metaphysical aspects of this type of philosophy, but a person’s environment can have a very real effect on their emotional and physical health. In my list of Cottagecore books, I talked about how people found solace in nature during the stress of the coronavius pandemic, and people have sought comfort in nature and the countryside for other forms of stress for generations. It’s a theme that often appears in vintage children’s literature, which made assembling the list of books with Cottagecore themes easy. People are often calmed by environments with plants and rooms with windows that allow them to see the outside world because they feel more natural. The need to feel in touch with the natural world was something discussed in the documentary about Gerald Gardner. It seems to be a fundamental human need, although people may experience it in different ways or on different levels.

There are also some scientific reasons why a person’s environment and the amount of time they spend outdoors can influence their health. Colin thinks of his magical experiments as a form of science, but more measurable forms of science include temperature, humidity, and the influence of sunlight in producing vitamin D in the human body. It’s not as romantic to look at it from this point of view, but these things to make a real difference to a person’s health. Some people’s bodies seem better adapted to certain types of climate, and moving to a different environment can potentially improve their health, depending on what conditions they have. The reason why my family moved to Arizona from the Midwest was that my grandfather suffered from arthritis from a relatively young age, and he was told by his doctor that he would improve in a warm, dry climate. My mother was also frequently ill in the Midwest, and her doctor said that it was because the winters in Ohio were too long and the summers were too short, so she was vitamin D deficient. People absorb vitamin D through the skin from sunlight as well as food, so spending time outside regularly can help them absorb more vitamin D. (Don’t overdo the sun bathing. Some time in the sun is good and can give your vitamin D a boost, but too much can lead to sun burns and skin cancer. There are happy mediums.) After the move to Arizona, both my mother and grandfather improved in health because the climate was better for their health conditions, and both of them could spend more time outside throughout the year.

They’re not the only ones I know of who have experienced this. Arizona has also been a destination for people with asthma for decades because they also seem to benefit from a warm, dry climate with plenty of sunshine and outdoor activity. In the Timeline Documentary about Gerald Gardner, they mentioned that one of the things Gardner did for his health after he returned to live in England was to become a nudist. I wondered if part of that could have been to maximize the amount of exposed skin that could absorb vitamin D. From what I’ve read, there does seem to be a link between low levels of vitamin D and asthma, but I’m not a healthcare professional, so I can’t be completely sure. My knowledge of this sort of thing is mainly anecdotal.

In the story, Mary didn’t seem to do well in India’s hot climate, but she felt better in England, where the climate was cooler. (I wondered early in the book if it was partly because her parents had her dressed in fashionable English clothes that were unsuited to India’s environment, but the book doesn’t clarify that point.) In England, she spends more time outside, partly because she needs to find ways to entertain herself, and also because being outside feels more comfortable to her than it did in India, so she receives more of the benefits of outdoor, physical activity. It seems like the key is noticing what your body seems to need and finding an environment that supports those needs or making lifestyle changes that allow you to take better advantage of the environment where you are. Of course, if you’re dealing with an illness, you should discuss treatment and lifestyle with your doctor and follow their guidance.

Racial Issues

There are some racial issues in this book, as I described above. The characters in the story have some false notions about people from India, although I found it interesting that Martha, who has never met anyone from India or people from different races in general, seems more positive and open to the experience of meeting different types of people than Mary. Of course, Mary has met people from India before, so she’s not curious about them. She thinks that she knows what they’re like, but her attitude is colored by her dysfunctional upbringing and her overall negative view of life and people in general. Even though she speaks about the Indians she knew in a derogatory way, I notice that, as she and Colin begin healing, she draws on her knowledge of Indian mysticism. She didn’t like her life in India because she was unhealthy and unloved there, but it does seem to have left its mark on her.

I’m not sure whether different editions of this book have changed the parts about Mary’s racial attitudes or not, but I know that there are some simplified or abridged editions, for those who might enjoy the general story without dealing with the objectionable parts.

One Morning in Maine

This cute picture book features Sal, a little girl who also appeared in Blueberries for Sal. She and her family live or are staying on an island off the coast of Maine. One morning, Sal wakes up and is excited because she remembers that she and her father will be going to Buck’s Harbor (a real place).

She helps her little sister, Jane, to get ready, and while they’re brushing their teeth, she feels that one of her teeth is loose. She’s never had a loose tooth before, and she runs to tell her mother. Her mother tells her not to worry about it because everyone loses their baby teeth when they’re growing up. She say that a new, bigger tooth will grow in when the old tooth falls out. Her mother says that if she puts her baby tooth under her pillow, she will get a wish, but she shouldn’t tell anyone what the wish is.

On her way to the beach, where her father is digging clams, Sal proudly tells all the animals she sees about her loose tooth. When she reaches her father, she tells him about the tooth, too. Then, she joins him in digging for clams.

Then, Sal realizes that she’s already lost the tooth somewhere. She’s really disappointed because she wanted to make a wish. As she and her father walk back to the house, Sal sees a feather that a gull lost. Since the feather is kind of like a tooth because a new feather grows in when one falls out, she decides that she can make her wish on that.

When it’s time to go to Buck’s Harbor, the motor on the boat won’t run, so the girls’ father has to row the boat. When they go to get the motor fixed, Sal tells the mechanic about her tooth. When the spark plug in the motor is replaced, Sal compares the old plug to her lost tooth and gives the old plug to Jane so she can have something to wish on, too.

She also tells the men at the grocery store about her tooth, and she ends up getting an ice cream cone, exactly what she wished for! The book ends with Sal, her father, and her little sister all going home for clam chowder for lunch.

The book is available to borrow and read for free online through Internet Archive (multiple copies). It’s a Newbery Honor Book!

This is just a cute little story about a little girl who is proud of losing her first loose tooth. It’s a sort of rite of passage that all small children go through. Her parents don’t tell her about the tooth fairy or promise her money for her tooth, but she does get a wish. Because her wish is a simple one, it’s easily fulfilled.

The different animals that can be found on the coast of Maine would also be interesting to child readers. Sal and her father also talk about which of the animals have teeth and which don’t. The birds and the clams don’t have teeth, but seals do. Sal keeps making comparisons between her tooth and other things that have to be replaced eventually, like the bird’s feather and the old spark plug, finding a kind of magic in things that are discarded and replaced with something new.

Sal and Jane are based on the author’s real life daughters, and their family did live in Maine. The setting of the book is the family’s summer home.

Mary Jane

Mary Jane is a twelve-year-old African American girl in the American South in the 1950s. Her father is a lawyer, and her older brother, James, is also studying law. Her older sister, Lou Ellen, is a nurse. Her grandfather used to teach at the state agricultural college, and now, he has a farm where he likes to experiment with different types of plants. Mary Jane spends her summers on her grandfather’s farm. Although this seems like a perfectly normal middle-class background, as a black girl in the 1950s, Mary Jane is aware that her race makes all the difference to some people, and she’s about to become even more aware.

Things are changing in society and education. When Mary Jane graduates from her old school, there is an announcement that the high school in her town that was formerly for white students only, Woodrow Wilson High, will become integrated and that black students, like Mary Jane, will be allowed to attend there the following school year, if they want to apply. It has a junior high school division, which is how she can move from the elementary school to the high school. Her older siblings attended the all-black high school for their education, and they have done well for themselves since, but Mary Jane knows that Woodrow Wilson High can offer her the best level of education that she can get for her town, and she wants to go there. It offers a wider curriculum than the all-black school, especially in the sciences, and Mary Jane’s ambition is to be a biologist. Her grandfather says that he became a biologist without attending the fancy high school. He was mostly self-taught, working his way up from being a farm laborer and cleaner to afford more education, but Mary Jane says that things are changing. People’s expectations about education are changing. Mary Jane knows that going to Woodrow Wilson High will give her knowledge she needs and wants and will open up important opportunities in her life. She also insists that it is her right to attend the school of her choice, so there is no reason for her not to go to that school. Her grandfather and parents ask her if any of her friends will be going to that school with her, and she says that only one boy she knows will be going, but she also insists that she doesn’t want to attend high school for socializing. She wants an education.

Education is the reason why Mary Jane’s family has done as well as they have. Mary Jane’s great-grandmother was a slave, and Mary Jane likes to hear her grandfather tell the story about how she learned to read and write in secret. When she had learned enough, she forged a pass for herself to leave the plantation where she lived so she could go north to New York City and start a new life. People with an education have an advantage in life.

Mary Jane thinks her great-grandmother was incredibly brave, and her grandfather says that she will also have to brave, especially if she attends Woodrow Wilson High. Even though she will be allowed to go there now, her grandfather knows that many people won’t want her there. Teachers and students and students’ parents have all made up their minds about what black people are like, and they’ll have many assumptions about Mary Jane before they’ve even met her. Her grandfather warns her that her education will be difficult, frequently lonely, and may involve some real hurt. Mary Jane isn’t too concerned at first because she says that things are changing and that she used to play with some white children in her neighborhood when she was little. Her grandfather says that it’s true that some white people care and can be friendly and helpful. People need friends and help from other people, and even Mary Jane’s great-grandmother found help from white people when she arrived in New York. Her grandfather says that there will be days when Mary Jane will feel like the whole world is against her, but it will help if she remembers that not everyone is against her and some will want to help.

When Mary Jane returns home from her trip to the farm to get ready for the new school year, things are exciting. Her father has given her new furniture for her room, so her room looks more grown-up and is a better place for studying. She also gets a new vanity table so she can do her hair in her room. Her mother buys her new clothes and has her hair done at a beauty parlor for the first time. Mary Jane doesn’t really care that much about clothes or having the latest hair style, but her mother says that appearances are important in high school. Her mother comments on the thing that “they” are wearing this year, not really defining who “they” are, and even the hair dresser says that if “they” say mean things about her, she shouldn’t pay attention. It bothers Mary Jane that people keep saying things like this to her because she realizes that “they” are the people who are going to be her new classmates at her new school, and it seems like everyone is bracing themselves and preparing Mary Jane to expect bad things from them. Mary Jane tries to tell herself and others that this experience of going to a new high school won’t be as bad as everyone seems to expect, but it really feels like everyone is trying to prepare her for a terrible ordeal. She knows that there are bound to be some mean kids, but there were mean kids at her old school, too. Is it really going to be that much different?

An article about Mary Jane and the other five black students who will now be attending Wilson High as it integrates appears in the local paper. (The book and the article refer to them as “Negro children” because “Negro” was a more common word at the time and considered one of the more polite words until around the time of the Civil Rights Movement, which is why it’s still a part of some organizational names, like the United Negro College Fund. Sometimes, the book also uses the term “colored” for similar reasons. The black people in the story refer to themselves by both of these terms. The Civil Rights Movement is responsible for the shift to “black” as a generic term because people wanted to distance themselves from older words that carried more emotional baggage, which is why “Negro” sounds out-of-date to us. It feels like it belongs to this time and these people, some of whom definitely have emotional baggage.) Everyone in town knows that there will be black students going to the formerly all-white high school. Mary Jane’s aunts and uncles give her presents and school supplies, and one of her aunts even thanks her for being the first in the family to do this because things will be much easier for the younger cousins who will come after her. It all makes Mary Jane realize that she is doing something very novel and that she will be accomplishing something beyond giving herself a better education. On the one hand, she feels proud, like a brave explorer entering uncharted territory, but on the other, she begins to get very nervous.

The night before Mary Jane’s first day at Wilson High, her father tells her that he will be taking her to school, accompanied by one of the other black students and his father. Mary Jane is surprised because the school is within easy walking distance. Then, her father tells her the reason why everyone is so nervous. While Mary Jane was visiting her grandfather on the farm over the summer, there were public protests and complaints about the black students attending the white high school. Some white adults have threatened that they will stop the black students from attending the school, and the students’ parents and the police are preparing to protect the children, if necessary. Mary Jane’s simple first day at a new school just a few blocks away is going to be much more complicated and possibly dangerous than she had imagined. Her father tells her that if she’s had second thoughts about it, nobody would blame her if she decided to back out at the last minute. However, Mary Jane can’t bring herself to do that. Even though she is starting to get scared, backing out would seem like a betrayal of the trust people are putting in her and her family’s dedication to improving themselves through education. Her aunt and cousins are hoping that she will pave the way for others. She wants to be like her brave ancestor, who escaped from slavery. She tells her father that she still wants to go to Wilson High.

As they approach the school on the first day, there are police cars in front of the building and angry, screaming protestors yelling things like, “Go back to Africa!” and “Two-four-six-eight, We ain’t gonna integrate.” (This is a direct, literal quote from one of these types of protests from real life. People shouted that at Ruby Bridges, too.) Grown women are threatening to rip young Mary Jane’s curls right out of her head, and all she can do is keep her eyes forward and keep walking past them into the school as the police officers physically retrain the protestors from actively carrying out their threats. (This is also completely true-to-life. Grown adults did threaten children, and there is historical film footage that shows them doing it. They really were like this, and I’ve had feelings about that since I saw some of that footage when I was still a child. In this one, the white man at the very beginning delivers an implied threat about how long the black students will live because he thinks it’s impossible for the police to stay at the school forever – remember, you heard it directly from him, not from me. I was a white child, but that didn’t make me feel any better when I saw things like this. I don’t think anybody in their right mind should ever trust that someone wouldn’t hurt you when you’ve already seen what they’re willing to do to some other defenseless kid, even if the ostensible reason doesn’t seem to apply to you. People’s toleration of you only lasts until they decide it doesn’t, and some people are more unstable, volatile, and generally untrustworthy in their personal temperament than others, especially when they’re deliberately being that way in public, in front of cameras and police. These people knew dang well what they were doing, it was deliberate and planned, and they were proud of themselves for doing it and weren’t at all sorry. Even young me could see that.) Fred, the black boy Mary Jane knows from her old school, shows Mary Jane how his hands are shaking after they get inside the building.

This ordeal is only the first of many ordeals. At the junior high assembly for the students in the lowest grades at the school, which includes Mary Jane and Fred, some of the students start chanting about how they don’t want her. The school principal puts a stop to that, calling the behavior “disgraceful”, but that doesn’t put a permanent stop to it. A girl named Darlene in her home room refuses to sit next to her because her mother told her not to, but the teacher tells the girl that students in her class sit where they are assigned and won’t take any nonsense. When Mary Jane talks to Fred, he says that he’s been receiving worse. Other students have kicked him and knocks his books out of his hands. The one white student who showed them any kindness at all was a blond girl who showed them how to find their classrooms. (This film footage of a newscaster interviewing white students at Central High in Little Rock in 1957 shows the mixed feelings of the white students at the time of integration. Some were against it, some seemed to be okay with it, and most seemed to think that the violent demonstrations against the black students were just taking everything way too far. I found it interesting when some students commented that the parents were more of a problem than the students because that was my sense as well.) The screaming mob is still outside the school when it’s time to go home, and flashes go off in their faces because there are photographers taking pictures of the new black students. At the end of the day, Mary Jane returns home to her mother, who has been listening to news reports about the protests at the school all day, picturing that her daughter might be beaten and bloody and could be lying in the halls of the school, dying.

Mary Jane is proud of herself for getting through this ordeal as well as she has, but this is only the first day of a very long school year. The ordeal isn’t confined to the classroom, either. Grown-up strangers, both men and women, call the house and threaten to murder her if she continues attending the school, some saying that they’ll blow up the family’s house. Mary Jane’s father just leaves the receiver off the hook and tells Mary Jane to ignore it. When Mary Jane sees her picture in the newspaper, awful Darlene is behind her in the picture with her face ugly and twisted in hate. (I think that image might have been inspired by the lady with the vicious expression in this famous photograph taken in front of Little Rock Central High School in 1957. When Darlene and her mother were first introduced, this was the face that I pictured for them.) Mary Jane thinks about what her grandfather told her and wonders if Darlene’s only problem is that she just doesn’t know Mary Jane and has too many assumptions about her. (I think Darlene’s issues go much deeper than that, but I’ll rant about that in my reaction below.) What keeps Mary Jane willing to keep going to Wilson High is the story about her slave ancestor. This school integration ordeal is a major defining moment of her life, and she imagines what stories she might have to tell her children someday.

The days continue, and the reactions to the students integrating at the school are almost schizophrenic. There are more protests, insults, and threats, but there are also more newspaper stories and even an offer for Mary Jane to be interviewed on a television show in New York. Mary Jane is excited at the idea of being on television, but her parents turn down the offer because she is a student who should be in school, not a television star in New York. Part of society declares that it wants to see the black students dead and might even make it happen if the police weren’t physically restraining them while part of society is praising the students for their bravery in the face of the protestors who are threatening to kill them. (The book doesn’t quite phrase it like that, but I think that’s actually a crucial point. This schizophrenic social reaction is like the mixed feelings that were exhibited in the footage I linked above.) Mary Jane even gets a fan letter from a girl in Tokyo, praising her for her bravery. Mary Jane tells everyone who asks that it’s “all right”, but on the inside, it really isn’t.

Mary Jane comes to understand what her grandfather tried to tell her about how her education at Wilson High would be lonely and even hurtful. She and Fred eat lunch together every day because no one else will eat with them. Other students either pointedly ignore them or stare at them like they’re exotic wild animals or harass them. Even though Mary Jane said that she wanted to go to school for an education, not to socialize, it’s hard when nobody wants to talk to her except to give her a hard time. Trying to ignore the yelling protesters outside the school also distracts her from listening to her teacher. Fred is the only one who really understands because he is going through the same experiences she is, but he gets busier when he joins the school’s basketball team. The boys on the team start accepting him because he plays basketball, but Mary Jane has trouble finding a club that will accept her. Even her old friends from her old school are busy now at the school where most of the black kids go, so they aren’t available to hang out on weekends, like they used to. It seems like they even resent her a little for going to Wilson, like she thinks that she’s better than they are and too good for their school. Gradually, the adult protesters stop coming to the school and calling the house, but the student bullies are still there at school, and Mary Jane is still painfully lonely.

There are times when people try to reach out to Mary Jane at school, but it doesn’t come off well because their efforts are clumsy and Mary Jane has been trying so hard to bury her feelings and resentment that she can’t bring herself to accept their efforts. A girl named Sharon acts nice and talks to Mary Jane, and Mary Jane briefly softens, but then, it turns out that Sharon is only pumping Mary Jane for information about her background because she believes a conspiracy theory that her family is actually from New York and that they were paid (by unspecified sources) to come to this town for the sole purpose of infiltrating this high school. Mary Jane is shocked, and when she tells Sharon that this is her home town and she was born there, Sharon loses interest and walks away from her before she’s even done speaking. This just makes Mary Jane even more reluctant to open up to anyone who approaches her. The choir teacher assumes that all black people are good at singing because of Negro spirituals, but Mary Jane insists that she can’t sing, which is true. She’s never been able to carry a tune, so it’s embarrassing to be pressured to sing when she knows she can’t. Although being good at music is a positive stereotype compared to some of the other stereotypes people have about black people, it’s still just as wrong for Mary Jane as all of the others, and it’s embarrassing to be confronted with it. Mary Jane feels like nobody will look at her outside of the usual stereotypes. Mary Jane does well in her classes, but she could use a little help in French. Her French teacher offers her tutoring after school, but Mary Jane turns it down because she feels like the teacher is offering it out of pity. At lunch, she buries herself in her French book, teaching herself phrases about all of the things she hates or how to tell herself that she doesn’t care, to avoid the other students who are being mean to her or staring at her, but in the process, she misses seeing students who are trying to get up the courage to actually talk to her for non-conspiracy and non-bullying purposes.

Things change when Mary Jane rescues a squirrel from a cat. She loves animals and knows how to care for them because of her grandfather. Sally, the girl who helped her find her class on the first day, also loves animals and is happy that Mary Jane saved the squirrel, and the two of them bond over their temporary pet. Sally helps Mary Jane to get the squirrel home, where Mary Jane’s mother says that she can only keep it until it has recovered. The girls’ mutual caring for the squirrel and their attempts to find a permanent home for him help them develop their own friendship and help Mary Jane to create bonds with the other students.

The book is available to borrow and read for free online through Internet Archive.

The author of this book, Dorothy Sterling, was not a black woman herself, and even if she had been, she would have been too old to be one of the students experiencing desegregation directly at the time it happened because she was born in 1913. Everything she talks about in this book was based on what she observed as an adult at the time of the Civil Rights Movement. She was a Jewish-American journalist, writer, and historian from New York. As an adult writer, she was researching strong women from history to use as inspiration for girls when she learned about Harriet Tubman. She found Harriet Tubman’s story particularly inspiring, and she was amazed that nobody had ever taught her about Harriet Tubman or other strong black women when she was young. She supported the Civil Rights Movement, and when the characters in this book talk about sympathetic white people who try to help, she’s partly talking about herself. Although Dorothy Sterling also wrote mystery stories for children (I’ve covered a couple on this site already), one of her best-known books was a biography of Harriet Tubman for children. She also wrote other nonfiction books about African American history. This video on YouTube explains a few details about her life. She also wrote an autobiography.

I wanted to read this book because I was intrigued about a story involving school desegregation that was written while it was all happening. I noticed, as I was reading the book, that it particularly drew on the desegregation of Central High in Little Rock in 1957 for inspiration, and based on the historical footage that I linked above, it was pretty accurate in its interpretation. I think the author was paying close attention to the events and news footage available at the time.

However, I knew before I even started reading it that it was going to be stressful because I find all stories about bullying and one-upmanship in any form to be stressful. I’ve mentioned that many times on this site, and I’ve probably also mentioned that I believe that racism is an extension of a bullying personality and one-upmanship behavior. I firmly think that this is part of Darlene’s problems. If racists weren’t bullying someone based on race, I’m positive that they’d be bullying someone else for some other reason or no reason at all because I think they are the type of people who don’t feel like they’re on top until they’re putting someone else down. It’s the combined defensiveness and aggression of petty social climbers who are deeply insecure about what, precisely, their real social position is, like they automatically move down some kind of imaginary numbered rank anytime something good happens to someone, somewhere. Who they’re putting down or why are probably just a matter of opportunity for them. I think they’re obsessed with being on top and look for any excuse to justify it that they can, unless they’re in a situation where they don’t feel the need to justify themselves at all.

I’ve come to these conclusions based not just on my reading but observations from life, and for me, that’s the worst part of reading books like this. I have names and faces from real life that I associate with the racists in these stories and with aspects of their personal behavior. Some of them might be classified more as bullies than racists, but since their behavior is practically identical, how much difference does it really make? Not much to me. If that sounds like contempt, derision, and judgement … yes, it absolutely is. I am very judgemental about this. While I understand issues like anxiety and insecurity and sympathize with other sufferers, I have very little sympathy for someone who uses their anxieties and insecurities to actively harm other people, and I insist that they must be stopped. Tolerance, like everything else, has limits, and here is where I draw the line. I think everyone has some issue that deeply bothers them and which they find intolerable, and in choosing this particular one, I think I’ve made a decent choice.

When I was a kid, I have to admit that I didn’t enjoy reading books about racism like this in school, but not for the reasons that certain people have been alleging, and I have feelings about some of these allegations, too. I’ve been reading in the news recently that certain people don’t want kids to read books about racism and similar issues in school because they’re afraid that white kids will be ashamed to be white, a much-disputed assertion. Since I grew up a white girl in public schools where we read stories about the Civil Rights Movement and incidents of racism similar to the ones described in this story, I think I’m qualified to have an opinion about my feelings at the time and the long-term effect that type of reading had on me.

I can’t speak for every kid out there, but that definitely was not what bothered me as a kid. When I say that I didn’t enjoy reading about racism, what I mean is I just didn’t like the frustration of hearing about mean people while being unable to do anything about them. It is depressing and frustrating to hear about awful things happening when there’s nothing you can do to stop them or change them because they happened before you were even born. I wasn’t sorry for the racists in those stories, and I didn’t identify with them or what they were doing on a personal level. I didn’t feel like one of them or want to be one of them or even want to be friends with them. I didn’t want any of them in my vicinity or even in my mind. I wanted to be rid of them or to avoid them. They are very mean and extremely frustrating people who don’t care and won’t stop, and that is stressful even just to hear about! I don’t like having them around even in book form, and it just can’t be avoided when the main story is specifically about people dealing with them and their antagonism. That’s the main hardship for books about racism for me. I know that’s the feeling that these stories are supposed to impart, to make you feel like you were there and show you what that felt like. It’s not supposed to be fun reading because nobody thinks that going through situations like that with racists and bullies picking on you is fun. These kinds of books are meant for education and encouraging empathy and understanding. There can be a kind of fulfillment in that, although it can be an emotional ordeal to get there. Life is full of mixed emotions.

As an adult, I think that it was good for me to read some books about some of the more turbulent and racist periods of our history for general understanding of life, history, and society, even though they were emotionally difficult to get through. I don’t regret reading any of them, and I would recommend that kids and young adults read at least some books of this type. I don’t think it’s something to read all the time. It helps to vary it a bit with lighter subjects to avoid getting too frustrated and depressed. It’s not what I would call light reading, but it’s worth it when you go into it with the understanding of what you’re reading and why. I think talking to kids about what these kinds of stories are about and what they’re referencing before they read them can help to prepare them for the rollercoaster of emotions they’re bound to experience while reading them. In fact, I think discussing difficult emotions in the context of both history and fiction can be an important tool for learning to identify and deal with difficult emotions in life in general.

As for the responsibility of white people with racism, I’ve come to realize as an adult that there are two definitions for the word “responsible”: the one where someone is at fault for something and the one where someone feels called to take action and control of the situation. I knew, even as a child, that as far as these past incidents of racism were concerned, I was not in the first category, but I very much felt the second one while being in a position where I could not take the action I wanted to take. I always felt like an old soul who took life more seriously than the other kids, and I very much understand the feelings of the children in this particular story. They have no control over the adults in their lives and the adults’ behavior because they’re just kids, but because the adults have not been behaving responsibly and dealing with issues in their society, it all falls on the shoulders of the kids to work it out among themselves somehow. It’s doubly hard because some of those same adults are sabotaging their efforts and recruiting their classmates to be against them every step of the way.

I was very interested in the interviews of the white students that I linked above because some of them did have the feeling, even at the time, that the parents were more of a problem than the students in the desegregation process. Even in cases where the students were acting out, it seemed to be because their parents already were and were urging them to do it. Even today, it’s a common complaint from teachers that the students with discipline problems are the ones whose parents also behave badly and who urge them to ignore their teachers’ efforts to get them to control themselves and to treat others with respect. The things that happened in both the story and in real life desegregation look like just a more extreme version of the same types of disrespect and bad behavior.

Sally becomes Mary Jane’s friend, but she can’t always do everything she wants to do with her friend because the adults in her life try to stop her. Her parents wouldn’t be so hesitant about what they allow her to do or the friendships she makes if they were able to make all the decisions by themselves, but during the course of the story, we learn that they are under pressure and threats from the pushy and racist people in their neighborhood. Because those people put themselves and what they want to do first and seem willing to back that up with harm, Sally’s parents feel forced to put their own priorities and standards second. That means Sally and her feelings and priorities come third, pushed aside by the angry and pushy neighbors and Sally’s parents’ efforts to protect her … from their own neighbors. Neighbors are supposed to be the people who have your back, but in both the story and in real life situations like this one, neighbors could be the people threatening a knife in your back if you don’t do what they want, and that is truly scary.

The adults in this community may, possibly, care about Sally somewhat, in a sort of shallow and general way because she is a child, but their hatred and their suspicious conspiracy theories (like the one Sharon has) are far more important to them than Sally and her parents are, and it shows. They back up those feelings with definite and deliberate actions. If they have to hurt, intimidate, or frighten their neighbors to get their way, even a child, so be it. If they have to exclude Sally from a store to exclude the person Sally’s with at the time, they do that. Sally’s white, but these other white people are not her friends. They do not treat her like a friend at any point in the story. She’s just a pawn in this nasty game they’re playing, and they get upset when she doesn’t play like they want her to.

I can see that Sally’s still a little higher than black people like Mary Jane in this social hierarchy, but in the grand scheme of things, it’s not by that much because certain other people insist on being first, and they back that up with threats and violence. That’s something that Mary Jane comes to see during the course of the story. Just because Sally is white doesn’t give her immunity from bad treatment from other white people. The people who are higher up the social chain have created their own team in this goal (like Darlene’s mother’s little coffee klatch of nastiness – the antagonistic mothers’ group that is not the PTA but thinks it should rule the school), and everyone else is the enemy or at least an acceptable casualty.

That was something I realized as a child, too. It’s something that still rankles. The racists and bullies both in real life and these stories might not have picked a white kid like me as their first target, if they had a more obvious target of opportunity, but that wouldn’t guarantee that I wouldn’t be a target. There’s no such thing as being safe around someone like that. The list of people and things they tend to nitpick and attack certainly isn’t limited to just one thing, is it? From people who dress in ways they don’t like to people who read things they don’t like to people who believe things they don’t like, they have about as many things to criticize about people who live in their own neighborhoods as Mrs. Mortimer did about the whole entire world. (See Countries of the World Described … or don’t. It’s an example of Victorian era children’s nonfiction that can teach you about as much about prejudice and mental illness as it can about geography. Few geography books would go as far as being critical not only about the personal habits and beliefs of people in every single country they cover but also about the relative quality of their rivers and trees, but Mrs. Mortimer is an intrepid armchair explorer, mainly followed by people with morbid curiosity.) In fact, I’m pretty sure that there are at least two things about me that would have made me a target for this particular group eventually, including the fact that I clearly do not like those kinds of people because of the way they act.

They might think they’ve got the right to dislike anybody they wish, say whatever they want, and treat other people as badly as they like, while thumping on the First Amendment to justify it, but God help the person who openly says anything against them. It’s maddening. That’s why I have that urge to get rid of them or get away from people like that. There just can’t be anything good from a relationship with someone like that. I don’t like these kinds of people because they are mean and selfish, and I feel constantly frustrated and angry around them. Those are not likeable qualities to bond over. I think these people care about themselves and their own status way too much to be truly concerned for anyone else’s well-being, either in the short term or the long term. Everyone is disposable if they think their own ego or social status are in the balance. This is why I feel the way I do about bullying and one-upmanship. They get in the way of everything that’s more decent and interfere with everyone who’s more responsible. People who are determined to be #1 at all costs are bound to give someone else #2, if you see what I mean.

I came back to add something to this review. I forgot to say what it was that I would have wanted to do if I had been present for the incidents described in this story or something similar. When I was a kid, I remember daydreaming about several possibilities, most of which would have likely ended with the racists and bullies wiping the floor with me because I was a small and nerdy little girl with glasses who wasn’t physically strong and didn’t expect any mercy from them for the sins of not liking them, telling them off, or fighting back. Of course, I’m 40 years old now, and that makes a difference.

If I were in charge of Darlene and had the ability to make unfettered decisions regarding her education and discipline, I know exactly what I would do, this is the way I would describe it to Darlene herself:

“Darlene, you know exactly why you’re here today and why I want to talk to you. By now, everyone at this school knows how you’ve been picking on Mary Jane and starting fights with her, and we all know why. I don’t want to argue this point with you. I’ve discussed this situation with your teachers, and you’ve been behaving this way in all of your classes. They’ve spoken with you and with your mother multiple times, and you have made no effort to improve. You’ve made it clear that you think that Mary Jane is undeserving of being at this school and that black people are inferior. You seem to think that you know a lot about black people. We’re going to find out just how much you really do know. Normally, when a student is physically aggressive with her classmates and disrespectful to her teachers, she might be suspended or expelled from school, but since you like to think of yourself as different and not bound by the rules of behavior that the other students follow, we are going to treat you as a special case. For the rest of this semester, you will be our exchange student to the local black school.

While you are there, you will follow their rules and listen to their teachers. Nobody will suspend you or expel you from that school because I know you would probably see that as a reward for your bad behavior. No, you will attend that school every day, and you will not be allowed to run away from any problems you decide to create there. Every day, you will return to that school and see the same people, who will all remember whatever you did or said to them the day before, and you will face the consequences of your actions. If you don’t, you might have to stay another semester to get their full school experience. You thought it was acceptable to be rude and abusive to the only black girl at a white school. Now, we’ll see how the only white girl at a black school manages.

Maybe you think you know how that will go, but I say that you don’t. Nobody really knows what other people will be like until they’ve actually met them and spent time with them. Nobody gets to control other people. The best any of us can do is behave as well as we can and hope that other people will do the same and at least treat us with respect. Of course, because humans have free will, they still have the ability to choose to treat you badly anyway, just like you did with Mary Jane, and that’s the risk you’ll be taking, both at the black kids’ school and everywhere else you go in life when school is over. The black children might surprise you. If the black students treat you better than you’ve treated Mary Jane, you might want to consider which of the two of you is really the better person. On the other hand, if they treat you just as badly as you’ve treated Mary Jane … well, at least you’ll find out what it’s like to be at the mercy of people who act just like you.

One thing I know for sure is that, if you’re as smart as you like to think you are, you’ll learn to work on making friends instead of enemies. Consider it important training for later life. Adults don’t always get to choose who they live near or who they have to work with, but they still have to live and get their jobs done. And you know what? Adults who know that they are capable of doing that, managing their emotions and getting on with life, no matter where they are who’s around have better self-esteem than those who don’t think they can do those things. That realization is an important tool in building self-confidence. Not all of the kids at school realize that your bad behavior is partly because you are not self-confident, but I can tell. That’s why you try so hard to control other people, isn’t it? I think you don’t feel like you have control of yourself or that you don’t measure up, and that’s why you put other people down, but that’s not a healthy way to deal with these feelings. Facing up to difficult situations and seeing that you can handle them and that you can control yourself, even when you don’t feel like it, will do much more for you. You won’t worry so much about who other people are or what they’re doing if you’re satisfied with yourself and your ability to manage yourself and deal with life, instead of trying to hide from things and people that make you uncomfortable or fight against them.

I know what I’m talking about, partly because that’s how I try to look at the situation when I’m dealing with you. I don’t find it easy or pleasant to deal with you because you do tend to take out negative emotions on other people. When you lash out at other people, it creates disturbances for me and your teachers to deal with, it encourages other students to behave badly, and it distracts everyone from the things they need to do. It makes my life and job as hard as you’ve been trying to make Mary Jane’s life and time at school, and that’s why this behavior can’t continue. However, as difficult as it is I’m still here, still doing my job, and trying to look after your education, even though it not easy or pleasant. I’ll still be checking up on you and working with you even while you’re attending the other school because I still want you to learn from this experience, both academically and emotionally. I also have a responsibility to your hosts at your new school to see that you don’t become a punishment or burden for them. You will learn how to behave yourself because I will be supervising your time there, I will tell you how to behave appropriately, and I will ask your hosts if you have been following my instructions. You will practice what I teach you, or there will be further consequences for you from me.

It’s better to work on developing emotional regulation skills and behavioral control while you’re young rather than older. This is serious, and it will affect your life in the future, even if you can’t imagine it now. The truth is that most adults quickly lose patience with other adults who can’t manage themselves and their emotions. Adults tolerate some of that in children, up to a point, because we know you’re learning and need time to practice, but by the time you are an adult, there will be the expectation that you have already mastered these skills. If you can’t control yourself as an adult, people will be angry with you and see you as immature and a troublemaker. It’s the sort of behavior that can end marriages and get people fired from their jobs. Employers will be less willing to tolerate bad behavior than your teachers are because they won’t want you to distract everyone from their jobs or drive away customers and co-workers. Even if you think that your only job will be that of a housewife, you should know that housewives sometimes have to help their husbands entertain bosses and co-workers. If you have a reputation for provoking people and creating disturbances and you make trouble between your husband and his co-workers, whoever they may be, it won’t reflect well on your husband’s career. Think, Darlene. This is your future we’re talking about. When you’re an adult, it will be no good saying that everyone should just accept you doing these things because people acted like that when you were a kid or your mom did this or said that when you were young. When you’re an adult, everyone will be looking at you and only you, and they won’t want to hear about what you did when you were a kid or what people used to let your mother do.

If you don’t learn to get along with people instead of antagonizing them or taking out your feelings on them, you’ll be arranging a lifelong punishment for yourself that will be far worse than anything I would arrange for a semester, and you’ll have no one to blame but yourself. A person who can’t get along with people could end up very lonely. You may find it difficult to make new friends, except among people with equally negative habits, and you may even lose some friends that you have when people get tired of all the fights, drama, and negativity. After this exchange student experience, I believe that you will not only come to see the reality of the people you’ve been harassing but will also acquire greater discipline and emotional control. If you don’t work on these things or if you continue to do things that provoke other people, you will at least learn how to face the consequences of your actions. You are dismissed.”

The Story of Ruby Bridges

The Story of Ruby Bridges by Robert Coles, illustrated by George Ford, 1995.

This is a beautifully illustrated picture book about Ruby Bridges, one of the first black children to attend a school that was formerly all-white during the desegregation of schools that took place during the Civil Rights Movement. The story is told in the form of the memories of Ruby and other people, looking back on their experiences, rather than as a first-person account.

When the book begins, it introduces Ruby as the child of a poor family who moved to the city after her father lost his job picking crops when farmers began using mechanical pickers instead. After her family moved to New Orleans in 1957, her father worked as a janitor, and her mother became a cleaner at a bank.

The book explains briefly that schools were segregated at the time, and that black children were not given an education that was equal to what was offered in white schools. Because the book is for children, it doesn’t go deep into detail about the Civil Rights Movement and desegregation or exactly how Ruby Bridges’s family became involved. (Ruby was selected as one of the children because she passed a test for academic aptitude, showing that she could keep up with a class of white children, who had better early education.) It simply says that, in 1960, a judge decided that four young black girls would be sent to schools that had been for just white children and that six-year-old Ruby Bridges was one of them.

It was a harrowing experience for young Ruby. There were protesters outside the school, yelling angrily and threatening the little girl. For her safety, she had to be escorted by armed federal marshals.

Parents in the area refused to send their children to school so they wouldn’t be in the same classroom with a black child, so Ruby Bridges was literally in a class all by herself. Her teacher, Miss Hurley taught Ruby in an otherwise empty classroom. Miss Hurley was surprised at how Ruby was able to keep a good attitude in spite of the angry protestors and the lack of other children.

One day, Miss Hurley was looking out the window as Ruby approached the school, and she thought she saw Ruby saying something to the angry crowd before coming inside. When Miss Hurley asked Ruby what she said to them, Ruby said that she was talking to them; she was praying for them. Miss Hurley hadn’t realized it before, but Ruby had a ritual of praying for the people who were angry and hated her every day before school. This was just the first time that Miss Hurley had seen her doing it.

Ruby also said the same prayer after school. This prayer was part of what helped her get through those difficult days of hostility and loneliness.

The book ends by explaining that the parents soon began to send their children to school again and let them join Ruby’s class because they realized that life had to continue and that keeping their children from their education was hurting them. The angry protestors gradually gave up. Ruby continued going to school and eventually graduated from high school. She later married a building contractor and had four sons of her own. She founded the Ruby Bridges Educational Foundation to help parents become more involved with their children’s education and to promote equality in education.

The book is available to borrow and read for free online through Internet Archive (multiple copies).

My Reaction

I’ve heard the story before of Ruby Bridges praying for the people threatening her and protesting against her. This particular rendition is very good, although there is one thing that confuses me. According to this book, her teacher’s name is Miss Hurley, but I understood her name was Barbara Henry. I thought perhaps Hurley was her maiden name and that she later got married, but I haven’t been able to find anything to confirm that. I haven’t found anything to explain where the name Hurley came from at all. I’m not the only reviewer who questions the name confusion.

Ruby Bridges wrote books herself about her experiences, at different reading levels, and they’re also available on Internet Archive.

House of Many Ways

House of Many Ways cover

House of Many Ways by Diana Wynne Jones, 2008.

This is the third book in the Howl Trilogy. The Howl books are a loose series. Although the wizard Howl, his wife Sophie, and the fire demon Calcifer are the main characters in the first book and appear in all of the other stories, they are not the main characters in the other stories.

When her Great Uncle William, who is a wizard, has to go away for treatment for a health condition with the elves, Charmaine’s Aunt Sempronia volunteer her to house-sit for him. When Aunt Sempronia goes to tell Great Uncle William that Charmaine will be looking after his house, he asks whether Charmaine knows anything about magic. The aunt says that she doesn’t think so. Charmaine spends all of her time reading and doesn’t usually help much with the housework at home. Her aunt thinks this responsibility would do her good. Great Uncle William is a little concerned because his house is not an ordinary house, and he says that he had better take some precautions.

Although Charnaine could be annoyed at being volunteered for this chore without her permission, she is actually grateful for this opportunity to get away from her parents. Her parents are overprotective of her, and they never allow her to do anything that is remotely daring or doesn’t seem completely respectable. She feels stifled, and she wants the chance for a little independence. One of her first acts of independence is to write to the king, telling him that, more than anything, she would like to help catalog his library. She knows that the king is cataloging it himself with the help of his daughter, Princess Hilda (which was established in the previous book in the series), but Charmaine loves books more than anything and she has always dreamed of being an assistant librarian in the royal library. Her parents would think that she was being too cheeky by asking for this position.

In the meantime, Charmaine can prove herself capable and enjoy further independence in Great Uncle William’s house. When she arrives there, Aunt Sempronia tells her that living in a wizard’s house is serious business. Charmaine doesn’t know much about magic because her parents would never let her study it. They didn’t think magic was very respectable.

When Great Uncle William meets her, he seems pleased by her and starts to tell her that he has taken precautions for her stay in the house. Charmaine is about to tell him that she doesn’t know any magic, but they are interrupted by the elves, who come to take Great Uncle William away for his treatment. Charmaine asks the elves how long Great Uncle William will be gone, but they just say “as long as it takes.” Although Charmaine finds herself alone in the house, she hears Great Uncle William’s voice telling her that she will have to tidy the kitchen and apologizing for leaving so much laundry. His voice also says that there are more detailed instructions in the suitcase he left behind.

Before looking at the detailed instructions, Charmaine decides to take a look around the house and get herself unpacked. The kitchen is a horrible mess, and there are enormous bags of laundry. To her astonishment, there are no water taps in the kitchen sink, but there is a water pump outside. This is going to make her job harder. She is tempted to put her nose in a book and forget all her troubles and chores in the house, but she left the job of packing her own bag to her mother, and her mother didn’t include the books she had sitting out. Charmaine realizes that she should have packed her bag herself. This house-sitting job is going to be an education in responsibility as well as independence for Charmaine.

Charmaine also discovers that there’s a dog in the house that nobody told her about. Great Uncle William’s voice tells her that the dog is called Waif, that he used to be a stray, and that he’s afraid of everything. Charmaine was always afraid of dogs because of her mother’s worries about them, but Waif is so timid that she doesn’t worry about him and shares her food with him.

Charmaine realizes that she has led a very sheltered life, partly because of all of the things she was never required to do and also because of the things her parents wouldn’t let her do. It helps that anytime she asks a question out loud, Great Uncle William’s voice gives her the answer.

As Charmaine starts learning her away around the house, she discovers both that she has her work cut out for her and that it’s incredibly easy to get lost in the house. She also discovers that Great Uncle William’s study has many books in it. A note that her uncle left for her in the study says that he could be gone for about two weeks to a month and explaining more about the spoken instructions he left for her as well as the instructions in the suitcase. The note says that she can use the books in the study, but it warns her to be careful of the difficult spells. Charmaine is very appreciative for the books, although she finds them difficult to understand because they are all about magic. There are also many letters in the study written to her uncle by other wizards, including one from the wizard Howl. Many of the letters are from people asking Great Uncle William to take them on as apprentices. Charmaine thinks that her letter to the king probably sounded as pathetic as some of those letters to her great uncle.

Because Charmaine has never been allowed to try any magic before, she can’t resist trying one of the spells from one of her uncle’s books. She chooses one that looks pretty easy, but because the book’s pages turn every time she leaves to get more ingredients, she ends up putting bits and pieces of different spells together. Her spells does what she intends it to do, but the full results take some time.

Things get complicated when Charmaine has a terrifying encounter with a creature called a Lubbock while picking flowers in the mountains near the house. The Lubbock claims that it owns all the land around and everyone in it … including Charmaine. She has a narrow escape, getting away from the creature!

After she returns to the house, she meets a new arrival: Peter, Great Uncle William’s new apprentice. This unexpected guest gives Charmaine an extra responsibility. Peter is still pretty inexperienced with magic and often gets left and right mixed up, but even though he’s almost as inexperienced with everything as Charmaine, he is still company for her in this strange house. He recognizes that the reason why the house is so confusing and rooms seem to move around is that Great Uncle William has cast a spell on the house to bend space and include extra rooms in the house.

When Charmaine tells Peter about her encounter with the Lubbock, he is alarmed. The two of them research Lubbocks in Great Uncle William’s books, and what they learn is horrifying. Lubbocks need human hosts to reproduce, and those hosts die. The Lubbock offspring are also evil. While a full Lubbock looks like a purple insect, a human and Lubbock hybrid will have purple eyes. Charmaine and Peter reassure themselves that neither of them shows any sign of being part Lubbock. However, even with her aunt and mother coming to check on her, Charmaine isn’t prepared to let her fear of the Lubbock ruin her first experience with independence.

To her surprise, the king also accepts her application to work in the royal library! The cataloging work in the library isn’t quite as much fun as she had imagined it would be because much of it is routine documents, but Charmaine learns that the king and his daughter are searching for some very important documents. Before he went away, Great Uncle William was also helping them. Now, the princess has called in an old friend of hers, Sophie Pendragon, wife of the Royal Wizard Howl of Ingary. There is a plot against the royal family which has kept them poor. Not all of the royal family is what they seem to be, and some of the secrets of the past are hidden in Great Uncle William’s unusual house.

The book is available to borrow and read for free online through Internet Archive (multiple copies).

My Reaction

Some of the characters in this book other than Sophie, Howl, and Calcifer were introduced in the previous book in the series. The elderly princess was one of the princesses kidnapped by the djinn, which is how she met Sophie. The king’s cook, Jamal, and his dog were also introduced in Castle in the Air. However, Charmaine is definitely the main character of the story, along with Peter as her sidekick and main helper. The other characters are there for support. Howl and Sophie help Charmaine by providing her with information that she wouldn’t have had otherwise, and Calcifer destroys some of the threats because only a fire demon is powerful enough to do it. Howl is in the castle in disguise because, as one of the royal wizards of another country, it wouldn’t be right for him to seem to be working for the royal family of another country. Unlike in Castle in the Air, though, readers know right away what Howl’s disguise is, and it’s played for comedy. The villains of the story aren’t too difficult to spot once they appear. What is more mysterious is what the king is searching before and what happened to it.

Charmaine’s self-discovery is a major part of the story. Charmaine knows from the beginning that she has lived a very sheltered life because of her mother’s standards for what is “respectable” and proper for a young girl like her. She has already decided that she doesn’t agree with all of her mother’s ideas and that she wants some independence. To her credit, although she does resent some of the routine chores she has to do while taking care of Great Uncle William’s house, she is determined to learn what what she has to learn to achieve some independence and do some of the things she really wants to do. Peter knows more about some things than Charmaine does, like how to do dishes and laundry, so he is some help to her, but he has only recently left home to take up his apprenticeship, so there are things that he doesn’t know, either. Neither one of them knows how to cook, so they turn to Charmaine’s father for advice and recipes. Charmaine’s father is more broad-minded than her mother, so he is willing to help. Charmaine also gradually learns to get along with Peter, and they learn how to consider each other’s feelings and allow each other their own learning opportunities. At one point, Peter tidies up Charmaine’s room as a favor to her, but she is annoyed and tells him not to do that anymore because she wants to take care of her own things for herself.

From her own experimentation and from what her father tells her, Charmaine discovers that she has a natural talent for magic. She inherited her magical talent from her father, who admits to her that he has secretly been using his talent for making things in his bakery. He never tells his wife about his magic because she wouldn’t approve.