The Boy on Fairfield Street - A Biography Review

1. BIBLIOGRAPHY
Krull, Kathleen. 2004. THE BOY ON FAIRFIELD STREET: HOW TED GEISEL GREW UP TO BECOME DR. SEUSS. Ill. by Steve Johnson and Lou Fancher. New York: Random House. ISBN 0375922989

2. PLOT SUMMARY
Everyone knows Dr. Seuss. He authored the best selling children’s books ever, with his books selling hundreds of millions of copies. But how did Dr. Seuss get to be Dr. Seuss? This informative and interesting book by Kathleen Krull begins, “Once upon a time, there lived a boy who feasted on books and was wild about animals.” The biography starts with the day Ted was born and describes his childhood growing up with loving immigrant parents. It continues with a description of his school years when Ted’s German background created hardships for Ted as the U.S. headed into war with Germany. Ted made it through college, his parents’ dream for their two children, but just never could seem to get serious about anything but his drawing and humorous quips. What was Ted going to do? “It wasn’t as if men could doodle for a living.” But when The Saturday Evening Post published a drawing of two tourists riding camels, with other offers from magazines soon to follow, Ted began signing his works “Dr. Seuss,” and at twenty-two, Geisel was off to New York to find his place in the world.

3. CRITICAL ANALYSIS
Most kids and adults know of Dr. Seuss, even if it is only for The Cat in the Hat or How the Grinch Stole Christmas (the power of TV and the major motion picture!) Because Dr. Seuss is a familiar author, many will find this biography thoroughly entertaining. Krull tells Ted Geisel’s story in fun details that help bring this legendary author to life. What child would not be thrilled to find that someone so famous got in trouble in school for doodling and not paying attention? The text is lively and full of information that is both interesting and engaging. The older reader who grew up with Dr. Seuss books close at hand may find that he or she knows nothing of Dr. Seuss’s beginnings, and finding out about the early years of this beloved storyteller adds to the charm of the long-loved tales.

The main text of the book begins when Ted Geisel is born and continues until he is 22 when he gets his first big break by selling the picture to The Saturday Evening Post. Following this, there is a section titled “On Beyond Fairfield Street” which picks up in a smaller font at Geisel’s move to New York when he was 22 and tells the rest of his story up to his death at the age of 87. Finally, the book ends with a list of great works written and illustrated by Dr. Seuss, a list of further reading (perhaps the bibliography for this book, but not specifically stated as such), and web sites. (Most of the web site addresses are no longer working addresses, but the http://www.seussville.com/ site is still operational as is the address for the Forest Park Zoo.) Interestingly, the publication information that usually occurs at the beginning of a book is found at the back along with the credits for illustrations taken from Dr. Seuss books.

The main illustrations for this picture book are paintings created by husband-and-wife team Steve Johnson and Lou Fancher. While the realistic pictures are beautiful, they are in sharp contrast to the art of Dr. Seuss himself, whose drawings are included on every page. Perhaps the paintings of Johnson and Fancher can help the reader see Ted Geisel as a real boy with real dreams, passions, and hard times – just like all children. But it is the drawings of Dr. Seuss himself that will have readers smiling with memories of their own favorite Dr. Seuss adventures. A photograph of a gray-haired Dr. Seuss is also included at the end.

4. REVIEW EXCERPTS
*Booklist: “Krull’s pithy text is extended by full-page paintings that glow with the memory of yesteryear and capture the mix of humor and poignancy that comes with trying to fit in.”
*Publishers Weekly: “Johnson and Fancher's (New York's Bravest) representational, nostalgic paintings effectively evoke both the period and Geisel's appealingly puckish personality. Featured in spot art, familiar Seuss characters frolic through these pages, thematically complementing the illustrations while reminding readers why Geisel's life is worth celebrating.”

5. CONNECTIONS
*Take a trip to the library and read books by Dr. Seuss. Kids can pick out their favorites or give a review of one they’ve never read before.
*Older students may want to find books written by Theo Lesieg (another pen name used by Geisel for books he wrote that were illustrated by someone else. Note that Lesieg is Geisel spelled backward). Compare Lesieg books to Seuss books. Which do you like best? Why?
*Students may continue enjoying Dr. Seuss by visiting http://www.seussville.com/.

The Top of the World: Climbing Mount Everest - A Review

1. BIBLIOGRAPHY
Jenkins, Steve. 1999. THE TOP OF THE WORLD: CLIMBING MOUNT EVEREST. New York: Houghton Mifflin . ISBN 0395942187

2. PLOT SUMMARY
What do you need to know if you want to climb Mt. Everest? Jenkins takes the reader on a journey to climb Everest which begins with background information on the mountain itself (its location, how tall it is, how it was formed, its religious significance to the inhabitants of the region, etc.). He continues by describing the attempts of early mountaineers who sought to reach the top, the gear one would need to make the attempt, and the mountain features a climber would encounter on the way up, such as the Khumbu Icefall and the animals and plants of the lower elevations. The dangers encountered along the way make reaching the summit especially exciting.

3. CRITICAL ANALYSIS
The facts presented in this picture book are varied and interesting. Several short paragraphs are presented on each two-page spread, each with its own title and accompanying illustration. The very last page of the book includes a comparison chart of the tallest mountain on each continent, records from Everest (up through January, 1999), additional websites, and a bibliography. Unfortunately, this volume did not include any information about the author or the art. While there is no table of contents, the headings of the paragraphs help the reader locate information if he’s willing to flip through the entire book to find particular facts. Rather than being a book that would be appropriate for research, this volume is more appropriate for pleasure reading by a child who is interested in mountains. It makes a great introduction to the highest mountain in the world, Mt. Everest.

The illustrations appear to be made from cut and torn handmade papers and fibers which give each page texture and interest. Different colors of papers layered on each other give a 3-D appearance. The fibers which create the snow and clouds are particularly interesting. The fact that all the equipment is also cut from paper is amazing – the detail is surprising. An older reader would enjoy analyzing the illustrations along with reading about Everest.

4. REVIEW EXCERPTS
*The Bulletin: “An invigorating and fact-filled look at the great peak.”
*Horn Book, starred review: “Mount Everest may be imposing, but Steve Jenkins takes its measure in a strikingly executed picture book. . . .From start to finish, Jenkins has created a breathtaking tour-de-force.”
*School Library Journal, starred review: “Readers will cheer with the climber illustrated on the summit and want to go back and pore over the details in the words and pictures again. . . [an] excellent example of pictorial nonfiction.”

5. CONNECTIONS
*Check out the additional websites on Mt. Everest. The websites listed in the book are no longer in existence, but there are plenty more that are, including http://www.mnteverest.net/ , and www.nationalgeographic.com/everest .
*Social Studies teachers might find this to be a good source of additional reading for a unit on world geography. English Language Learners in particular will find this volume accessible.
*Art students would enjoy looking at the illustrations and trying to create similar illustrations of their own on a topic of interest to them. Using torn and cut paper creates interesting effects that would be fun to mimic.

Nonfiction - A Review of The Forbidden Schoolhouse

1. BIBLIOGRAPHY
Jurmain, Suzanne. 2005. THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL AND HER STUDENTS. New York: Houghton Mifflin . ISBN 0618473025

2. PLOT SUMMARY
In October of 1831, Prudence Crandall, at the age of 28, opened The Canterbury Female Boarding School in the town of Canterbury, Connecticut. Then in January 1933, Prudence accepted Sarah Harris as a student in her school, and suddenly everyone began to talk. Sarah was black, and while Prudence knew that accepting a black student into her school might create problems in the town, she was unable to face Sarah with a disappointing answer. As expected, the town reacted. As Daniel Frost, a prominent lawyer, explained to Prudence, the men who had come to protest her school were not against educating black people; they just didn’t want to educate them in their hometown. Prudence, although not an abolitionist, believed people of color deserved an education just as much as whites, and she made the decision to not only accept Sarah, but to convert her school to a school which would educate young middle-class black women. Over the next eighteen months, Prudence, her staff, and her students endured threats, jeers, arrests, fines, boycotts, and fires aimed at getting the school to close. Yet Prudence was determined to provide an education to the girls she’d grown to love.

Suggested for ages 10 and up, the story takes the reader on the journey with a young woman determined to do what she believed was right even when she could find very few supporters. Her determination and resolve are an inspiration to readers even now, 175 years later.

3. CRITICAL ANALYSIS
Jurmain’s account of Prudence Crandall’s experiences is told in a narrative format that is gripping and builds suspense as readers wait to find out what will happen while keeping their fingers crossed that truth and justice will win out. One can’t help but cringe when the girls are called horrible names, are pelted with rotten eggs, and are even threatened with being whipped by the town leaders if they don’t go home. In this pre-Civil War era, many readers may be surprised to find that even states that were anti-slavery weren’t exactly supportive of blacks, and prejudice and discrimination reigned. The text will keep readers engaged to the very end and includes enough historical background to put the conflict between Prudence and her community in context. Details such as the fact that women could not vote and were not allowed to speak out in public meetings helps modern readers understand the difficulty Prudence had fighting this battle. An explanation of the bloody Nat Turner rebellion helps make more clear why white people would have been hesitant to assist black people. A final chapter and epilogue give a brief summation of Prudence’s life after the school closed.

What makes this book particularly exceptional are the reference aids and access features. The author provides A Note to the Reader which explains the use of offensive words such as “colored” and “nigger” and why they are used in certain places. Photographs of Crandall’s house, now a museum, are included along with portraits of Crandall and other principal players in this story. Prints of advertisements, newspaper articles, and art provide visual context throughout the chapters. Kids will particularly enjoy reading about what happened to the students, teachers, friends, and enemies of the school in the Appendix. The Notes section provides detailed information, chapter by chapter, as to how the author recreated Crandall’s words, conversations, and letters. A Bibliography, an Index, and a Photo Credits section round out the reference aids.

Although Prudence Crandall is an obscure historical figure, her story will provide inspiration to many who read this informational book.


4. REVIEW EXCERPTS
*Booklist, starred review: “Jurmain has plucked an almost forgotten incident from history and has shaped a compelling, highly readable book around it.”
*Horn Book: “Crandall's obscurity may limit the appeal of this book, though readers looking for the individual who bravely fights for the rights of others will be inspired by her dedication, strength, and moral compass.”
*Kirkus: “Jurmain adopts a storyteller's voice to tell the tale, lacing it with excerpts from primary sources, but always locating readers in the emotional heart of the conflict.”

5. CONNECTIONS
*Some of the bibliographic entries include web sites. Students may continue their reading on related topics by looking up some of the sites.
*Social Studies teachers can use this book as supplemental reading when looking at American history leading up to the Civil War and emancipation of the slaves.
*Students may research education today – how are opportunities for blacks different? Are there ways in which they are the same? Has desegregation worked?
*Older students (high school) might want to compare the issue of the rights of blacks in the 1800s with modern day issues such as immigration and illegal residents.

Out of the Dust - a Review of a Novel in Verse

1. BIBLIOGRAPHY
Hesse, Karen. 1997. OUT OF THE DUST. New York: Scholastic. ISBN 0590360809

2. PLOT SUMMARY
Fourteen-year-old Billie Jo Kelby knows what it is like to live in the despair of the Oklahoma dust bowl of the mid-1930s. The crops have died and blown away. The land is barren. And the wind blows and blows, bringing with it the inescapable dust that settles into every crevice and on every surface. Yet her little family still seems to find some joy - the sweet music that Billie Jo and her mother are able to coax from their beautiful piano; the apple trees that bloom in spite of the loss of all other vegetation; the perpetual optimism that things will be better soon. Then a terrible tragedy takes her mother and baby brother with it, and life seems unbearable. When Billie Jo leaves Oklahoma to find a better life out of the dust, she realizes that her life is more firmly rooted in the strength of her father than she had realized, and “what I am, / I am because of the dust. / And what I am is good enough. / Even for me.”

3. CRITICAL ANALYSIS
Out of the Dust is written in free verse that helps create the melancholy tone of the story. The narrative is moved forward by separate poems, each with a title, that describe events in the life of Billie Jo and her family. The date at the end of each poem also gives the story the feel of a diary as we see the tragedy of the dust bowl through young Billie Jo’s eyes. The poetry creates haunting images that stay with the reader long after the story is over. Children who read the book can gain an appreciation of the hardness of this time that coupled the Great Depression with the drought that created the dust bowl in the central United States. Through the imagery of the poetry, the reader can almost feel the dust coating the bedsheets, taste the grit of the dirt in the milk, and see the black clouds moving in as the next dust storm approaches. The emotional impact is genuine and strong. The description of the accident that claims the life of Billie Jo’s mother and baby brother is short, yet powerful, and it’s impact on Billie Jo and her father is felt throughout the rest of the story. With regard to the plot structure, there doesn’t seem to be a clear climax to the story, but there are many images that will haunt long after the novel is complete.

4. REVIEW EXCERPTS
*Publishers Weekly: “Readers may find their own feelings swaying in beat witht the heroine’s shifting moods as she approaches her coming-of-age and a state of self-acceptance.”
*Horn Book: “Filled with memorable images—such as Billie Jo's glimpse of her pregnant mother bathing outdoors in a drizzle—the spare verses showcase the poetry of everyday language . . . .”
*School Library Journal: “Hesse's ever-growing skill as a writer willing to take chances with her form shines through superbly in her ability to take historical facts and weave them into the fictional story of a character young people will readily embrace.”

5. CONNECTIONS
*This book is a good candidate for performing in a Readers’ Theater. Have students create scripts from their favorite passages.
*Social studies teachers may find this novel useful as a supplemental piece for their students when studying about the Depression. Seeing this period of time through the eyes of someone close to their own age could help this period of U.S. history come alive as well as helping children sympathize with the difficulties families faced.
*Compare this novel to one that is told in diary format, such as Ann M. Martin’s Sunny in her California Diaries Series. How is Out of the Dust similar? different? As students write a personal narrative, have them try doing it in diary or free verse style.

Once Upon a Tomb - A Review

1. BIBLIOGRAPHY
Lewis, J. Patrick. 2006. ONCE UPON A TOMB: GRAVELY HUMOROUS VERSES. Ill. by Simon Bartram. Cambridge, MA: Candlewick Press. ISBN 100763618373

2. PLOT SUMMARY
Epitaphs - we’ve all seen some interesting ones. This picture book volume of poetry includes epitaphs for professions of all kinds, from the dairy farmer to the teacher, the fortune teller to the gardener, the mailman, and many others. Need ideas for what to put on the tombstone of a loved one? This group of 22 hilarious poems may provide just the answer.

3. CRITICAL ANALYSIS
While this book is advertised as being for children ages 6-10, this collection of poems seems suited for the older reader, which makes this volume perfect for middle school and high school students. Lewis uses vocabulary and puns which may fly over the heads of the younger reader but will delight the more experienced reader. “Here lies” on the tomb of a fortune teller, for example. Or how about the mailman who was “Returned to Sender.” Older children will enjoy figuring out the meanings of some of the verses so they can understand the humor behind them. Most of the poems rhyme in a-b-a-b or a-a-b-b fashion. While most are rhythmic and read aloud easily, one or two are difficult to read as the rhythm is sacrificed for the sake of the rhyme. But otherwise, the poems roll easily off the tongue.

The vividly colorful illustrations by Simon Bartram have a cartoon-like quality that adds to the humorous mood and in some cases clarifies the meanings of the poems they accompany. What an interesting thought that a pizza delivery guy would take a pie to the food critic in his grave. The vine, reminiscent of Jack in the Beanstalk, that takes the gardener to heaven is another fun visual. The acrylic paintings are very bright and fanciful. Even the front and back endpapers with rows of gray tombstones against a navy blue background with a sprinkling of red flowers adds to the fun.

This would not be a book for those easily offended by verse that may seem to be disrespectful of the recently departed, but most will find it laugh-out-loud fun.

4. REVIEW EXCERPTS
*Publishers Weekly: “Meticulously rendered, Bertram's paintings toy with traditional icons of death. The fortune teller gazes glumly at a tiny Grim Reaper in her crystal ball, while the actual unwelcome visitor himself looms behind the clairvoyant.”
*School Library Journal: “Bartram's surrealistic acrylic illustrations heighten the humor and, in some cases, clarify the meaning of Lewis's ubiquitous puns. A great selection for a Halloween read-aloud or reluctant poetry readers.”

5. CONNECTIONS
*Pair this book with research on actual epitaphs that are found on real grave markers. Students may be surprised to find that there are humorous verses on the tombstones of real people.
*Children might want to try their hand at creating humorous epitaphs for historical figures.
*What would you want your tombstone to say? Children can write their own epitaphs. (This one could be a bit touchy. Feel this assignment out carefully before requiring students to create their own tombstones. Perhaps this could be one option among several where students think about their goals and what they want to be remembered for.)

Toasting Marshmallows: Camping Poems - A Review

1. BIBLIOGRAPHY
George, Kristine O’Connell. 2001. TOASTING MARSHMALLOWS: CAMPING POEMS. Ill. by Kate Kiesler. New York: Clarion Books. ISBN 061804597X

2. PLOT SUMMARY
This book of poetry by award-winning poet Kristine O’Connell George centers around the theme of a camping trip. Each poem tells of a part of the adventure that a family has as they camp, from setting up their tent when they arrive, to packing up and arriving home where the daughter - the narrator of many of the poems - unpacks and places her flannel shirt in the bottom drawer “where no one will find it/and wash away/my memories." In between, the family enjoys many aspects of their trip, which include observing wildlife, going fishing, visiting a bait shop, and, of course, toasting marshmallows.

3. CRITICAL ANALYSIS
This collection of 30 poems covers a wide range of styles in picture book format. Some are concrete poems, such as “Tent” and “Eavesdropping” (can you find the crescent moon?). Some poems have rhyme such as the description of toasting marshmallows where our narrator says it’s an art “a time of serious reflection/as my pillowed confection/slowly reaches golden perfection.” And some are freeform narratives telling the story of visiting a cave or the morning the little brother falls into the lake. But whether the poem includes rhyme or not, the language is always lyrical and musical. The reader can feel the mosquito in the onomotopoeia that brings the buzz to the ear, enjoy the path that takes the wanderer where “you didn’t know/you wanted to go” and feel the fear of something scratching on the tent outside. This collection of poems will have adults nostalgically remembering camping experiences and children and adults alike yearning to get outside and enjoy nature for the first time or all over again.

The poems are beautifully illustrated by Kate Kiesler’s acrylic paintings that draw the reader in and compliment the words of the poem. The reader will see the twinkling stars, feel the breeze blowing across the long grass of the meadow, and hear the buzzing of the bees in the field of wild mustard. Memories of an annoying little brother, quiet moments alone under a tree, or exciting times hand feeding a chipmunk will surface again through the vivid illustrations. While the paintings are realistic, the “soft focus” of each one will have the reader seeing the outdoors through a romantic lens. Even the mosquitoes and rain will seem like a pleasant experience. And as the book jacket flap states, the collaboration between George and Kiesler “will leave you with lively memories of a camping trip - even if you’ve never been on one.”

Children will find the poems fun and may clamor to go on a camping trip of their own. Many children will be able to relate to the brother and sister in these poems and will find the adventures very exciting. For kids who live in large cities and may not have had the chance to go camping, George and Kiesler can take them on a virtual trip that will feel almost as if they’ve been there themselves.

4. REVIEW EXCERPTS
*Starred review, School Library Journal: "...a child-focused sense of wonder...the poems are varied and inventive, replete with marvelous images and universal truths...A terrific idyll for summertime sharing, even for confirmed couch potatoes.”
*Starred review, Booklist: "Infused with the wonder and thrill of living outdoors, these are direct, satisfying poems that will engage kids at school, across the curriculum, or at home."
*Starred review, Publisher's Weekly: "...This volume by George and Kiesler is as delicious as a roasted marshmallow treat. George's poems shine, the images clear and startling."
*Children's Literature: "One can almost see the starlit night, taste the marshmallows, and hear the buzzing insects as words and illustrations combine in this unique collaboration."
*Kirkus: "Altogether, an engaging trip."

5. CONNECTIONS
*Teachers can ask children to compare the experiences of the children in the poems to their own experiences. Children may want to try writing and illustrating their own poems about outdoor experiences.
*Almost every child camps in the living room or the back yard at one time or another. Parents can use this volume to enhance the experience by reading poems and using flashlights on the ceiling or toasting marshmallows in the fireplace. Take a hike through the neighborhood after reading about the chipmunk, the moose, and the deer looking for wildlife native to the area, even if its simply the neighborhood cats, dogs, and birds.