The Children's Literature Podcast: Recent Episodes
T.Q. Townsend
A grown-up discussion of works written for children, with lesson ideas and activities to help you share great works of writing with the kids in your life
There was a LOT of online hubbub about Emily Wilson’s translation of The Odyssey, which seems to be the one Christopher Nolan relied on for his upcoming film version. I found it to be neither a brilliantly modern take on an ancient epic nor a horrifically woke piece of trash. My moderate take will likely rouse the ire of both sides, but that’s ok.
I am always up for an interesting new perspective on an old story. The Death of Robin Hood wasn’t interesting. It was bleak, depressing, violent, hopeless, historically inaccurate, and poorly lit. It doesn’t matter that very good actors were cast in this movie; even the best performances can’t save a horrible story.
I was back in the USA for the big 250th birthday celebration, so here are some thoughts I had time to share about the US Bill of Rights. I also had a quick livestream on the Fourth of July to read the Declaration of Independence and chat with some of you!
Supergirl was produced by James Gunn, directed by Craig Gillespie, and directed by Ana Nogueira. I blame all three of them equally for this very, very bad movie. Millie Alcock was not the right choice for Supergirl but she’s just an actress doing a gig, so I don’t blame her. This film was such a raging disappointment that I needed to unleash my fury in the way that only a passive-aggressive mom can. Thanks for absolutely nothing, James Gunn.
Things have been crazy in the last few weeks, so let’s have a nice relaxing cup of tea with two great authors who wrote essays about Britain’s most beloved beverage: George Orwell and Douglas Adams. I will be reading what they had to say, sharing a cup of tea with you, and ranking my favorite British biscuits to serve with tea. Please vote on whether or not you all prefer to dunk biscuits or nibble on them separately from your tea, whether Bourbon Creams or Custard Creams are nicer, and how many minutes steeping produces the correct brew.
Try sharing these brilliantly written articles with teenagers, and then encourage them to write their own remarks on the PROPER way to do a common task!
See the full livestream here:
Did Masters of the Universe have the power? YES! Was it perfect? NO! Did it need to be? NO! Did it give me everything I wanted? YES!
In the film 10 Things I Hate About You, Katarina Stratford gets an assignment to rewrite Shakespeare’s Sonnet 141. Her poem that perfectly pays tribute to the play The Taming of the Shrew while perfectly illustrating the complex emotions that come with teen relationships.
This episode is an excerpt from a recent livestream over on my YouTube channel. You can find the full livestream here:
Why do some stories work when they play around with the race, gender, or location of a story and its characters, and why are others an annoying mess? It has to do with the basic split between how story adaptations for stage and screen are framed — either the story will be rooted in an immersive realistic setting, where every little detail matters, or it takes place in the Land of Make-Believe, where only the story and the performance matters and an immersive replication of a world and its characters isn’t needed.
Too easily the people on both sides of this debate resort to name-calling, focusing on things that don’t matter like debates over race, when what this is really about is whether or not the adaptation makes overall sense and follows its own rules.
10 Things I Hate About You was an instant teen classic, adapting Shakespeare’s play The Taming of the Shrew for a 90’s audience. The film’s title comes from a bit of bad but sweet teen poetry written by the shrew herself, Kat Stratford. Julia Stiles’ moving reading of her character’s reinterpretation of the poem is the emotional peak of the film, showing us how love finds a way through even the thorniest paths. Let’s take a look at Sonnet 141 by William Shakespeare as well as Kat’s poem, which is oddly named because she seems to hate more than 10 things about Patrick Verona.
Do your own version of this homework assignment! I would love to read your own re-write of Sonnet 141.
My friend Miguel Lopez returns to the show, taking a break from his Ph.D studies of World War II to help me understand how Animal Farm by George Orwell creates a fictional portrayal of Stalin and Stalinism. We also answer a listener's question about whether the memes referring to British Prime Minister (for now) Keir Starmer as "Keir Stalin" are making fair criticisms of his policies, or if this is just social media ragebait.
This was a big episode for me to put together, as in I had to limit myself to the amount of time it takes to drink a pot of tea or else I would have talked about Guillermo Del Toro’s Frankenstein FOREVER.
How does it compare to Mary Shelley’s 1818 novel? How many Snapes do I award this film for its faithfulness to the source material? And what does that have to do with whether or not the movie was good?
In this episode I mentioned how Victor is a Byronic character. Here’s my previous episode where Chloë and I discuss Byronic themes in Taylor Swift’s lyrics:
Chloë does a lot for the show, mostly behind the scenes. But a school of literal actual Lilliputians has banned kids from singing songs from Kpop Demon Hunters struck a nerve, and I thought she had some great ideas about grownups freaking out over a great story that only has good things to teach children.
There are two bits of book related silliness to cover this week. A tiny group of outspoken activists are trying to cancel J.K. Rowling — again. And the corporate juggernaut Studio Canal+ has succeeded in canceling the wild-eyed parody of Paddington Bear that was featured on the revived comedy show Spitting Image.
I recently saw a teacher blow his stack in public, and I couldn’t help but feel that if he wasn’t just a bully, maybe it was time for him to get a different job.
All British kids know the poem “Remember, Remember the Fifth of November” but where did it come from? And how has Bonfire Night evolved from its violent origins to a fun autumn event free of strife?
Please enjoy this Fireside reading of “The Raven.” As always, I have two versions — one with my commentary (and a roasted pumpkin!) as well as the poem on its own with no blah blah blah.
First, we start off with some MORE tedious Harry Potter book drama.
Then you get a behind-the-scenes look at what goes into a Fireside Fairy Tale. I always test stories on my kids and their friends, and I don’t mind that there are interruptions and a bunch of noise. Asking questions means they are interested, and the kids always ask questions about things I take for granted, which helps me give better commentary for all of you.
We start off with some book drama about a hilarious, not-safe-for kids parody of Paddington Bear on the comedy show Spitting Image as well as an unneccessary freakout over a url printed on children’s books leading to a spicy site.
In the main story, the biggest surprise for me this year is the amount of faith-based book adaptations that are . . . really good? Stories like this aren’t my usual thing, but I will enjoy a well told story no matter what it’s about, and a new web series doing a comedic adaptation of the Book of Exodus in a mockumentary style has got me hooked.
In this Fireside Fairytale, I share the first published version of Rapunzel, which was recorded by the Brothers Grimm for their famous 1812 collection of German folktales, Kinder- und Hausmärchen. Find out why this early version was offensive to 19th Century morality, and also why it really wasn’t as racy as pearl-clutching Victorians thought it was.
In this Fireside Fairytale, I share the first published version of Rapunzel, which was recorded by the Brothers Grimm for their famous 1812 collection of German folktales, Kinder- und Hausmärchen. Find out why this early version was offensive to 19th Century morality, and also why it really wasn’t as racy as pearl-clutching Victorians thought it was.
Also, I test out one of those super sized marshmallows to see how they toast up. It was . . . a lot of marshmallow.
If you would like the “story only” version of Rapunzel with no commentary, you can find that on my second channel, Storytime with T.Q. Townsend:
In June, the United States Supreme Court ruled on the case of Mahmoud v. Taylor. A group of Maryland parents had sued their local school district, asking for the restoration of their rights to opt their children out of LGBTQ+ curriculum that they felt undermined their First Amendment rights to direct the religious upbringing of their children.
So what was in the ruling? Find out what Justice Samuel Alito wrote in the majority opinion, what Justice Clarence Thomas had to say in his concurring opinion, and what Justice Sonia Sotomayor said in her dissent. Also, now that school has been in for several weeks, we can find out how this ruling has affected American schools across the nation.
There are rumors — unproven rumors — going around that HBO is auditioning women for the role of . . . Lord Voldemort? Nobody wants this, and this isn’t just a nerd meltdown. The story will actually be broken in pretty significant ways if Lord Voldemort becomes Lady Voldemort.
Also, we’ve been reading The Hobbit by J.R.R. Tolkien, and I explain how we grew Po-ta-toes to celebrate Hobbit Day on September 22. It’s easier than you think and you could easily do this at home or at school!
In the video version of this episode, I’m back in charater as Dolores Umbridge to give a good scolding to the idea that massive changes can be made to a story without destroying it.
Did I just watch a Bible movie and really, really . . . enjoy it? I guess so, and I’m quite happy about that.
I am continuing my roundup of movies that have come out this year which are based on books for children. King of Kings was released in the spring by Angel Studios and is a creative adaptation of The Life of Our Lord, a biography of Jesus of Nazareth that was privately written by Charles Dickens for his children and was not published until the last family member had died.
Find out why I think this was one of the best book adaptations of the year and what you can learn from this film about how to create immersive storyteling experiences for children.
https://youtu.be/84DSQfMid7k
I’m starting my roundup of all the summer movies based on books for kids with Fantastic Four: First Steps. Find out how many Snapes I gave this one based on its accuracy to the beloved comic books, and how being a mom affected the way I saw this movie.
I am very nervous about publishing this episode, because it could bring me unwanted attention. But things have changed to the point where I no longer feel that simply doing my best to be decent will protect me. Free speech is precious, and it’s a principle we should all stand up for, even when it means supporting the rights of someone whose substance or style may not be our cup of tea.
There’s a lot of tension in Britain right now over the issue of free speech, policing, and control of the internet. Two terms with literary origins — “Kafkaesque” and “Orwellian” — are showing up a lot in conversations about the situation in the country where I live, so I thought I would take the example of Graham Linehan’s arrest by the Metropolitan Police in Britain to show why commentators are making connections to terms that relate to books such as “The Trial” by Franz Kafka and “Animal Farm” or “Nineteen Eighty-four” by George Orwell.
This story comes to you by the fire pit at a family member’s house back home in California. The evening is warm, the sea breeze is pleasant, and the bright full moon is shining. So settle in and enjoy my translation of Tommelise by Hans Christian Andersen, which is usually given the title “Thumbelina” in English.
This translation was a delight for me to do, as Andersen’s prose is very simple and clean. It was easy to be pretty direct when turning it into English, and I found that the story required very little commentary or clarification, so I hope you enjoy this lovely story, recorded in the hills of California under a beautiful full moon, as much as I did.
This is the 200th audio episode of The Children’s Literature Podcast! All we can say is THANK YOU THANK YOU THANK YOU!
Oh, and I suppose we can say a bit in response to your questions.
The first recorded version of The Three Bears was a poem written and illustrated by Eleanor Mure for her little nephew’s birthday in 1831. It was never published, but was handed down through the years and now resides in the Toronto Public Library’s manuscript collection.
This version of the story is hilarious, with a poetic styling that reminds me of Dr. Seuss’ writing and the goofiness of a Looney Tunes cartoon. I also love that we know the specific author of this story, and that she was clearly the kind of aunt that every kid wants to have!
In the captions for the video version, I have preserved the original spelling and punctuation as written by Eleanor Mure.
Howard Shore carefully brought the text of The Lord of the Rings to life in Peter Jackson’s film trilogy, choosing instruments and melodies that the people of Middle-Earth could have created for themselves. No theme shows this better than the one that speaks for the people of Rohan, from the clever selection of a Hardanger Fiddle to the rhythmic elements that evoke the beloved horses of the Rohirrim.
Also in this episode, congratulations to Jonathan Emmett, Adam S. Smith, and Stieven Van der Poorten. Their book The Tyrannosaur’s Feathers is now an award winner!
Friend of the show Tom the Tale Teller will perform a ghost story on Halloween — go see him if you are near the Midlands of England!
Find out why co-host Chloë had to say sorry to her teacher, and hear what mini-host Phoebe thinks of her very first comic book.
Just two episodes to go before our 150th Episode celebration! This time you’ll hear:
– A tribute to James Earl Jones, who had a bigger impact on children’s literacy than you might realize!
– What we are reading now. Chloë is enjoying The Misadventures of Max Crumbly and T.Q. is cracking open a comic book for the first time in years with The Ultimate Spider-Man Vol. 1: Married with Children.
– How composer Howard Shore adapted the text of The Lord of the Rings by J.R.R. Tolkien, carefully choosing instruments and crafting a melody to create a musical voice for the Hobbits and The Shire in Peter Jackson’s film trilogy.
There are videos for two show segments:
Activity: Explore Musical Storytelling
This activity could be done in a music class or a literature class. Have students select a piece of music composed for a film which they feel effectively interprets the plot or characters of a piece of literature. Students should research the instrumentation of the piece and form theories about why the composer selected certain instruments to do certain jobs in the song. Encourage students to consider as many elements as possible. Is the song accurate to the setting of the story? Does the rhythm match anything that is happening with the plot or characters? Are there any diagetic elements to the music? Have students share their findings with one another through essays, discussion, or presentations.
This is the first episode in a series about how Howard Shore’s film score for the Lord of the Rings film trilogy drew directly on the text of the book, supporting the story at all times.
There’s also a bit of show business to attend to, including some great conversations I’ve been having with listeners, our upcoming 150th episode, and whether or not listeners prefer a regular release schedule on a certain day or a looser schedule that puts out episodes when they feel relevant.
There’s a video version of the section of the show about Tolkien that you can watch here:
In this episode, I reference some musical experiments that I did based on Tolkien’s lyrics. I carefully reading the text of The Hobbit and tried to come up with musical arrangements that matched the text as closely as possible. You can listen to these experiments and download free sheet music here:
childrensliteraturepodcast.com/music
The drama around Snow White, the troubled remake of Disney’s 1937 masterpiece, is unfortunate because it really was unnecessary! Just a little bit of familiarity with the folktale published by the Brothers Grimm in 1812 could have spared the filmmakers (and some outspoken actors) a lot of time and trouble. Also in this episode, you get your last chance to ask show hosts anything! We’ll be having a mailbag party for our 150th episode.
There is also a video version of my thoughts on the Snow White drama, which are included in this episode:
I also had the pleasant surprise of seeing the new trailer for War of the Rohirrim, an upcoming film based on the legend outlined in the appendix to The Lord of the Rings by J.R.R. Tolkien. Here’s my reaction to that:
I predicted that the film adaptation of Harold and the Purple Crayon by Crockett Johnson would focus too much on adults at the expense of telling a story for children. It looks like I was right.
And shockingly . . . I’m about to make the case that Deadpool and Wolverine is more of a film for the children (well, for the inner children of adults) than the adaptation of Harold and the Purple Crayon, because it centers the kinds of themes and adventures that kids actually care about, instead of focusing on a bunch of adult nonsense. I really did not expect to talk about Deadpool on a show about children’s literature, but there it is. I also didn’t expect to veer into the territory of beauty standards and cosmetic procedures, but it came up in a surprising and somewhat uncomfortable way.
Co-hosts T.Q. Townsend and Chloë Townsend (and the rest of the family) saw a very funny musical production of The Tale of Jemima Puddle-Duck put on by Quantum Theatre at Bradgate Park in Leicestershire. This was NOT a show that was just for kids. Parents were laughing just as much as the children, and the creative use of minimal costumes and props gave the play the familiar feel of the kind of acting that children naturally do.
One thing we forgot to mention in the review is how awesome the programs were! Usually play programs just have the synopsis and cast and such, but this one had a lot of interesting information for the kids to read as well as a bunch of fun activities to keep them occupied while they waited for the show to start. Never thought I’d review a play program, but I am pleased to have that as a first.
Catch future performances before the tour is over! Book tickets at www.quantumtheatre.co.uk.
Learn more about Bradgate Park in Leicestershire at bradgatepark.org.
What does the world’s biggest pop star have to do with Lord Byron? Quite a lot actually, at least in terms of her poetry. Taylor Swift writes catchy songs about dramatic, volatile relationships — the kind that aren’t a good idea in real life but are awfully fun to sing about. And her song “Blank Space” is a great way to introduce poetic analysis to children.
By starting out with pop songs instead of unfamiliar classics of poetry, kids will be to understand that people in the past felt the same way about trendy poetry as modern kids feel about popular music. Children will also be much more eager to analyze rhyme, meter, and imagery when they are studying the lyrics of a song they already love. Having learned how to do poetic analysis in a fun, familiar setting, students will later be more able and willing to analyze great works of poetry from the past.
Rhyming in “Blank Space” by Taylor Swift
Overall, these lyrics feature very few traditional or perfect rhymes. Meters and sounds only occasionally match up. Thematically, this reflects the story being told in the song: that the man and woman are an imperfect match. They will link up perfectly only for a short time, and then quickly fall out of step with one another.
Perfect Rhymes
There are perfect rhymes sprinkled through the song, such as “friends” and “ends”, “far” and “scar”, and “who is she” and “jealousy”. But these pairings are only occasional and don’t follow a real structure, just like the personal relationships being described.
The first and third lines of the song match in rhythm and rhyme and are organized into three iambs (a poetic unit with two syllables) and a single rhyming syllable at the end. The rhyme only works if it is presented in a standard American dialect. For many other dialects of English “been” and “sin” will not rhyme:
Nice to / meet you, / where you / been?
Magic / madness / heaven / sin
This pattern is repeated a few lines later with a similar pairing, although the syllables don’t match perfectly. The word “new” has only one syllable, where “ain’t it” has two, but the internal words “money” and “funny” rhyme perfectly, as well as the words “tie” and “fly” at the end of the lines:
New / money / suit and / tie
Ain’t it / funny / rumors / fly
The pattern is repeated one more time, again with one syllable mismatch, although the lines are bound together twice; once with the thematic linking of “lips and kisses” as well as the perfect rhyme “skies” and “lies.”
Cherry / lips / crystal / skies
Stolen / kisses / pretty / lies
This rhythmic pattern is repeated one more time, but with a slant rhyme.
Slant Rhymes
The percussive pattern from earlier verses is used one last time, but instead of a perfect rhyme it uses a slant rhyme, where the general sound of the rhyming words is similar, but in this case the nasal sound M is followed by the nasal sound N:
Screaming / crying / perfect / storms
Rose / garden / filled with / thorns
Flipping back and forth between N and M sounds happens again in the chorus, along with the use of a long A sound for a bit of assonance. These words don’t rhyme perfectly, but their sounds are similar enough to tie the chorus together:
flames
pain
insane
game
insane
name
These rhymes aren’t perfect but they are good enough, which reflects the song’s theme of an unstable relationship. This is seen in pairings such as “my hand” and “weekend,” which also pairs the opposite words “bad” and “good” to describe the same people:
Grab your passport and my hand
I can make the bad guys good for a weekend
Activity: Analyze the Lyrics of Your Favorite Song
Ask students to select a song lyrics for analysis. Print or write out the lyrics line by line, then use a highlighter to identify rhyming words. Identify different sorts of rhymes as well as the ways opposite ideas are tied together in the the lyrics to heighten the volatile and extreme relationship that forms the subject of the song.
This was supposed to be a short video about a good use of localization in children’s books and then I found out that Where’s Wally has far deeper lore than you would expect. And then my wacky imagination ran with it.
Lots of localization is annoying, because it’s done by publishers who don’t have confidence that children can understand foreign words or cultural references. This can strip away the flavor of a book, but the Where’s Wally series by Martin Handford is a really great example of localization because these books are not about plot so much as making a personal connection with the children who scrutinize the massive pictures full of funny little vignettes.
What’s Wally called where you live? Which one of the books or pictures is your favorite? Also, what do you think of my interpretation of the surprisingly deep lore of these characters?
I saw Hamlet performed by The Lord Chamberlain’s Men at Bradgate Park in Leicestershire on June 22, 2024.
This theater company performs Shakespeare plays the way they were done back in the Bard’s day: no microphones, minimal sets, props, and costumes, and an all male cast. It was a fascinating experience to see Hamlet performed in a way that Shakespeare himself would have recognized, and I was pleasantly surprised at how easily my imagination filled in the blanks. “The play’s the thing,” after all, not elaborate sets or even actors who perfectly look the part.
Learn more about The Lord Chamberlain’s Men and the important work they do to present Shakespeare plays in their original style at tlcm.co.uk.
Jane Austen didn’t wait to become an adult to start writing. As a kid she was telling stories to her family, and in her early work you can see her wicked sense of humor and her ability to step inside the mind of another person — even if that person held views completely different from Jane’s.
The History of England was written in 1791, when Jane was just 16 years old. It is full of short, hilarious, and wildly inaccurate biographies of some of the kings and queens of England, focusing mainly on a woman who was never a queen of England at all.
Teenagers can learn a lot from Jane by reading this book. You don’t have to wait to be a grownup to start writing. Books don’t have to be long in order to be really fun to read. And you shouldn’t automatically consider a narrator reliable just because the word “history” is in the title of the book.
Listen to my audiobook recording of Jane Austen’s History of England and see Cassandra Austen’s illustrations here:
This is a recording of “The History of England, from the Reign of Henry the 4th to the Death of Charles the 1st” by Jane Austen, written when the author was only 16 years old. It was illustrated by Jane’s sister Cassandra and completed in 1791.
Peter Jackson is getting the band back together to make movies about . . . finding Gollum?? For real? Will these films be any good? Will this be another case of a filmmaker trying and failing to recapture the magic? Find out what I think about the prospects for these new films. Check out the video version to witness a perfect reenactment of what happened when I went to see The Phantom Menace in 1999, complete with butterfly hair clips.
Co-hosts T.Q. Townsend and Chloë Townsend recently went to the Curve Theatre in Leicester to see Peter Pan Goes Wrong, a hilarious comedy interpretation of J.M. Barrie’s classic children’s play and novel about Peter Pan, the Darling Children, the Lost Boys, and of course, Captain Hook. The play was put on by Mischief Theatre, a company that specializes in the most spectacularly silly shows we’ve ever seen.
We talk about which parts of the technical production were the most impressive, which parts of the story were the most interesting, and which moments just made us laugh the hardest. This play lovingly pokes fun at a story we all know very well, and that’s why it works. It’s also an example of how classic children’s stories never go out of style, and that there is always a fun, creative way to reinterpret them.
The traveling tour of Peter Pan Goes Wrong concluded in our city of Leicester, and we were lucky to catch one of the very last shows. But you can see it on video, or hopefully one day see it on stage as we did! Make sure you get there early though, because the show starts before “the show.”
I’ve just seen the documentary Butterfly in the Sky, which is about the public TV show Reading Rainbow. This show, which was hosted by LeVar Burton, helped millions of kids, including me, to understand just how magical it was to take a look in a book. Watch me try not to get choked up as I tell you about my favorite moments in this documentary. Also, I have a little idea regarding the theme song that I hope some of you will be interested in . . .
Emily Hanford is back with Episode 10 of Sold a Story. I wanted to take some time to listen to this one several times and think about it before responding, because it addresses some very serious challenges in the literacy wars.
Some people who were confronted by the failings of Balanced Literacy — the highly profitable but thoroughly unscientific school of thought pushed during the last few decades — were unable to accept new information, and have clung to their old, ineffective ways of teaching. Why? And how can we move forward without replacing one evangelical movement with another one? Follow along on Instagram: https://www.instagram.com/childrenlisteraturepodcast Check out more episodes of the show: https://www.childrensliteraturepodcast.com
Politics? In a story about a young teen girl from a tiny town in Canada’s smallest province from over 140 years ago? Actually, yes! Politics come up frequently in the classic novel Anne of Green Gables by Lucy Maud Montgomery, and they have some surprising things to say to modern readers, most importantly that we don’t have to let differences of opinion drive us apart.
This is the second to last installment in my series on Anne of Green Gables as a work of historical fiction. Hopefully it can help you think of ways to use Anne’s awakening to a wider world beyond the small village of Avonlea to start interesting conversations with your own kids about why people have such different views about how the world should be run, but also that we can be good friends with members of different political parties.
We went to the St. George’s Day celebrations in Leicester City to have some fun and learn a little bit about the very ancient story in which St. George slays a dragon to save a city from its really, really bad breath. Hear the original tale and find out why it still has good ideas to teach children today, even if it is very ancient and unfamiliar in some ways.
Are the parents in the story terrible? Why is St. George so cool? And what does this story have to do with Taylor Swift?
Translation of Chapter 56, “”De Sancto Gerogio” from the Legenda Aura: Vulgo Historia Lombardica Dicta by Jacobus de Voragine
by T.Q. Townsend
George was a Roman soldier originally from Greece, who arrived in a city named Silena, which was in the North African province of Libya. Next to the city there was an enormous lake, and in it lurked a horrible dragon. Anyone who was foolish enough to attack the dragon would just end up running away . . . or being eaten. The dragon’s breath was so foul that whenever it came near the city, anyone who breathed it would be infected and fall down dead.
To keep the dragon from coming to the city and killing everyone, the people would put two sheep outside the walls every day. But pretty soon, the people of Silena started to run out of sheep. So they started putting out just one sheep, and a child. They drew lots to see which sons and daughters would be given to the dragon, but soon enough only one child was left: the only daughter of the king.
At first the king refused to give up his beloved daughter, saying, “Take away all my gold and silver, and half my kingdom, but don’t take my little girl!” Well, then the townsfolk were pretty annoyed, and they shouted back:
“Look, King, why are you offering to give up your gold and silver now, after all of our children are dead? How come you only want to save YOUR daughter? Unless you give your daughter to the dragon like everybody else, we will throw you in your house, lock the door, and set it on fire.”
The princess then began to weep, and the King turned to his daughter, saying, “Alas, my sweet little daughter, what shall I do? What shall I say? I had hoped to see you grow up and get married one day.”
Then he turned to the people and said, “Can I have eight days with my daughter to say goodbye?”
The people said, “Well, all right.”
After eight days had passed the people came back in great anger, saying, “That dragon’s breath is LITERALLY killing us. Why are you letting us die just to protect your daughter?
Then the king saw that he could not save the princess. So he gave her fine royal robes to wear. Then he threw his arms around her and with tears running down his face said, “Alas, my sweetest daughter, I thought that one day I would be able to hug your children and help look after them as they grew up, but now you are going to be devoured by a dragon. Alas for me, my sweet darling. I would have invited great princes to your wedding, given you a palace decorated with pearls and filled with the music of drums and organs. But now you go to be devoured by a dragon.”
The king kissed her one last time and then let her go, saying, “Oh, my daughter, I wish I had died before this day so that I did not have to lose you like this.”
Then the princess fell at her father’s feet and asked him for a blessing. Her father blessed her with many tears, and then the princess bravely made her way to the lake. Just then George happened to be riding by, and when he saw the weeping girl he asked her what was wrong.
The princess only answered, “Noble young man, get on your horse quickly and get out of here, or you will die with me.”
But George answered, “Don’t be afraid, little one, but tell me, what are you doing here with the entire city watching?”
She replied, “I can see that you are a kind young man with a magnificent heart, but you really need to get out of here. Do you wish to die with me?”
But George refused to go, saying, “I won’t leave until you tell me what’s going on.”
The princess told her tale, and when George at last understood the situation he said, “Little one, don’t be afraid, for I will help you in the name of Christ.”
The princess replied, “You are a good soldier, but you should hurry and save yourself. Don’t die with me! I am already going to die, and if you try to save me you’ll just die too!”
And while the princess and the knight were speaking – behold! The horrible stinking dragon raised its head from the lake. The princess began to tremble and said, “Run away, my good lord! Run away fast!”
But George mounted his horse, made the sign of the cross to give himself courage, and boldly attacked the dragon as it charged toward him. He swung his lance mightily and trusted his soul to God. The knight and the dragon collided. George wounded the dragon grievously and threw him to the ground. The dragon was defeated, and now cowered at his feet like a tame dog.
George brought the dragon back to the city, and at first everyone began to head for the hills, saying, “Oh no! We’ll all die!”
But George called them back, saying, “Have no fear, for I was sent to you by the Lord to save you all from the dragon’s punishments. All you have to do is believe in Christ and be baptized, and I’ll kill this dragon.”
The King and all the people thought that sounded fine, so George killed the dragon with his sword and ordered it to be carried away from the city. Twenty thousand men and their families were baptized that day. The king offered an enormous pile of money to blessed George, who instantly refused and said it should be given to the poor. Then George instructed the king to take good care of churches, honor the priests, pay attention during church services, and always look after the poor. Then he kissed the king and left.
The End.
Oh, though in some books telling this tale it says that George killed the dragon before he told everyone to get baptized. Which I have to say seems a bit better to me.
Tennyson’s poem “Lancelot and Elaine” plays a huge part in the plot of Anne of Green Gables by Lucy Maud Montgomery. Anne and her friends decide to act out the scene where the Lady of Shalott dies and floats downriver to Camelot, where the court of King Arthur mourn her. However, Anne learns the hard way that life is more hilariously imperfect than the romanticized fictional world she admires so much.
Find out more about this poem and why it was such a big deal in the 19th century, inspiring painters to revisit the subject of Elaine of Astolat over and over again. You’ll also learn that, although fads themselves change, teenagers really don’t. Anne and her friends would have had feelings about this poem that are very similar to how teens today feel about their own popular culture.
Anne of Green Gables features a LOT of poetry. The book is set in the 1880’s, and back then teenagers would carefully select poems to recite to one another in the way that teenagers a few decades ago used to select songs to include in a mix tape.
“Bingen on the Rhine” is a beautiful poem by Caroline Norton, a writer and women’s rights campaigner who is so fascinating in her own right that her story could fill a hundred books. Gilbert Blythe chose to recite her poem in front of Anne Shirley – and every other kid at school – because it was one of the only ways he had to express to her his deep regret at having offended her, and his deep hope that she might one day forgive him.
Activity: Caroline Norton
Caroline Norton was a very important figure in the early battle for women’s legal rights. She was trapped in an unhappy marriage to a cruel and controlling man, who confiscated the money she earned from her writing and kept her own children away from her. She worked hard to raise this issue with the British parliament, which eventually passed laws that granted women the same legal rights as men when it came to property ownership, divorce, and child custody.
Students can research Caroline Norton’s life and the important social and legal reforms she worked so hard to achieve. It’s especially important for them to understand how these early efforts made the later campaign for women’s suffrage possible.
Activity: Memorize and Recite a Poem
Students can select a poem to research, memorize, and perform for others. The poem could be serious or humorous. It could tell a story or be more abstract. Poems should be selected to convey a special meaning to the audience. After the performance, have students ask audience members if they can guess the reason the poem was selected.
BOOK DRAMA ALERT! The podcast Sold a Story is back after more than a year. This show did some great reporting on just why so many American kids aren’t learning to read – and which literacy gurus and for-profit publishers are behind the problem.
I had to put out a quick response to this episode because I truly believe this show is that important. This is journalism at its finest – investigating real problems that affect ordinary people. Find out what I noticed in this episode, especially why this whole thing looks more like a religious scandal than an ordinary education debate.
I’ll keep reviewing future installations of Sold a Story, letting listeners know what I think about how parents and teachers can advocate for better literacy education for children.
THIS IS NO LONGER THE CHILDREN’S LITERATURE PODCAST!! BECAUSE READING IS FOR LOSERS!!!! THIS IS NOW THE JUVENILE DELINQUENCY PODCAST!!! LISTEN HERE OR WATCH ON YOUTUBE. OR DON’T. WE DON’T CARE!!!
IN THIS EPISODE, FIND OUT THE BEST WAYS TO KICK PEOPLE, HOW TO CRIME BETTER, AND WHY BEING RUDE IS THE BEST!!!!!!!
Lucy Maud Montgomery carefully reconstructed the pop culture of the 1880’s when she wrote Anne of Green Gables including the music that teenagers were wild about. While singing is referenced dozens of times in the book, just three songs are actually named, and they were all real songs!
Activity: Learn one of Anne’s Favorite Songs
Three songs are named in Anne of Green Gables, and they were all popular sentimental ballads. You can find the sheet music for these songs online in the following archives:
“Nelly in the Hazel Dell” by George Root (using the pseudonym Wurzel)
“Far Above the Daisies” by George Cooper and Harrison Millard
“My Home on the Hill” by W.C. Baker
Learn one or more of these songs and have a performance! You could try to re-create the song as it is performed in Anne of Green Gables, or you could reinterpret it in your own style.
The Chronicles of Narnia are getting the Netflix treatment, and I hope that they’re great. I hope they help an entire new generation of kids discover one of the best book series ever written. But I’m not encouraged by the appointment of Greta Gerwig as the director, because she’s proven twice now that if she’s handed a property made for children, she’ll make a film for adults.
You can listen in your usual audio feed, and there’s also a video version of this episode:
What do you think? Are you optimistic or pessimistic? What things do you think a filmmaker like Gerwig will do right and what will she do that messes around too much with the source material? And which adaptations of the Narnia series are your favorites?
Anne of Green Gables was published in 1908, but it’s actually a work of historical fiction, very carefully recreating the 1880s through accurate depictions of music, teen trends, politics, and even fashion. In this episode, we take a look at the Anne-girl’s sense of style, and how it relates to real artistic and philosophical movements in the 19th century.
Activity: Teen Fashion Then and Now
Anne of Green Gables is set in the 1880s. One of the fashion trends at the time was called Artistic Dress or Aesthetic Dress. In contrast to tight-fitting, highly tailored styles that were considered mainstream, Aesthetic Dress featured soft, natural fabrics sewn in medieval-inspired fashions. Aesthetic clothing was designed to be beautiful, comfortable, and pleasant to wear.
Ask students to compare current teen fashions with the style Anne loved. Ask them to think about what artistic, political, musical, or social movements inspire the modern fashions they follow. Research the Pre-Raphaelite movement and the Aesthetic Movement, with emphasis on the philosophy behind artists’ fashion choices. Do any of these older ideas feel compatible with modern fashions? Is there anything about the older styles that appeals to any of the students?
After researching the fashion styles that inspired Anne Shirley’s romantic sense of beauty, students could try to re-create looks that she would have loved using clothing they have already or by making new items in an Aesthetic style.
Chanticleer and the Fox is a Caldecott Medal winning book by Barbara Cooney. It was published in 1958, but it has a long family tree stretching back all the way to Aesop’s Fables. Adapted from “The Nun’s Priest’s Tale” from The Canterbury Tales by Geoffrey Chaucer, this story tells of how the rooster Chanticleer managed to outwit a hungry fox and literally save his own neck. The book is also an excellent example of how illustrations can serve as historical fiction.
Every image in the book is rich with depictions of everyday life in Chaucer’s day — 14th century England — and Cooney carefully avoided including any anachronistic items that would confuse children’s understanding of what the past looked like.
You can use Chanticleer and the Fox to teach children of all ages about the 14th century. The construction of houses and outdoor structures, gardening and farming, cooking and eating, and even clothing are all depicted accurately.
Activity: Introduce Anachronisms
Teach children about the word “anachronism.” It comes from Ancient Greek and is made up of the parts “ana,” meaning “against,” and “kronos,” meaning “time.” So words like “anachronous” or “anachronistic” refer to something that doesn’t belong in the time period being depicted. Chanticleer and the Fox does an excellent job of avoiding anachronisms, but children can create a list of items that would be out of place had they been included in any of the pictures. This activity will help them begin to be more observant of works of literature and art that portray the past, analyzing them for their accuracy.
In this interview, author Ronni Diamondstein discusses her new book, Jackie and the Books She Loved. This story, which was beautifully illustrated by Bats Langley, tells of the love that Jacqueline Bouvier Kennedy Onassis had for books. From early childhood she was an avid reader. She would grow up to be a journalist, help her husband John F. Kennedy with writing his own book, and eventually build a career as a book editor.
Jackie edited many different kinds of books, from serious works of philosophy to the biographies of pop stars. But she also edited children’s books, including:
At the Zoo by Paul Simon
The Firebird and Other Russian Fairy Tales by Boris Zvorykin
The Three Golden Keys by Peter Sís
Amy The Dancing Bear by Carly Simon
Sense and Sensibility is the one best suited for teenagers out of all of Jane Austen’s works, and after more than 200 years it still has a lot to say to older teens looking for good advice on how to finish growing up. While of course many things have changed when it comes to the economic independence, dating preferences, and age of marriage for young people, Sense and Sensibility can still give good advice by contrasting the overly romantic approach of Marianne Dashwood to the more pragmatic approach of her older sister Elinor.
Activity: How do You Spot a Bad Partner?
While reading Sense and Sensibility with teenagers, engage in discussions about how Colonel Brandon, Edward Ferrars, and John Willoughby all reveal themselves to be good or bad romantic partners. After reading the novel, have students either write an essay, give a presentation, or engage in a discussion about how young people should balance romantic and pragmatic concerns when looking for someone to date or even marry.
Rob Childs, author of over 80 books mainly about kids playing sports, is my Leicestershire Children’s Writer for the month of August. He spent his career teaching schoolkids and running team sports, as well as writing books for children based on his thoughtful understanding of their lives and experiences.
Rob Childs spent one year training at The Dyslexia Institute, which helped him not only to understand how children with dyslexia learn (or don’t, if they aren’t getting the right instruction.) His experience informed his book Moving the Goalposts, which very accurately portrays the anxiety and struggle of being asked to read and write by teachers who don’t understand how difficult that is for Sam, a year seven student and star soccer player who struggles with dyslexia.
Whether or not young readers have dyslexia, they will be able to empathize with Sam’s worries. This is the strength of Rob Childs’ work; his writing engages students with very realistic concerns and experiences, and that can be a great encouragement to those who think reading isn’t for them, or that it’s impossible to do.
Dick and Jane used to be the kids who taught American kids to read. Now the readers chronicling their adventures are largely considered old fashioned because of the rise of phonics in the 1970’s as well as the emergence of an entire industry based around selling literacy curriculum. Dick and Jane books are old fashioned. … Continue reading "88 – A Defense of Dick and Jane"
Charles Perrault’s version of Cinderella is the most famous one worldwide, and that’s because it was the first to be widely printed, first in French and then in English. It’s also a story that is strikingly modern, from its use of the pumpkin, a new world plant, to its Enlightenment values celebrating Cinderella’s personal virtues … Continue reading "87 – Cendrillon"
Out of all the larger than life figures in American tall tales, Pecos Bill is the roughest, toughest, meanest, wildest, most untamed, and funniest of them all. Only Pecos Bill has the kind of personality and adventures big enough to have come from Texas. Unlike most tall tales, which arose slowly and were authored by … Continue reading "86 – The Saga of Pecos Bill"
Co-host Chloë and I went up to Woolaton Hall in Nottingham for our first on-location interview with Dr. Adam S. Smith and Jonathan Emmett, authors of The Tyrannosaur’s Feathers, a wonderful new picture book about how our understanding of the Tyrannosaurus Rex has changed over the years. This book is playfully illustrated by Stieven van … Continue reading "85 – The Tyrannosaur’s Feathers"
“Casey at the Bat” by Ernest Thayer is the most beloved poem in American Literature. It’s mock-heroic epic about . . . a baseball game. It’s very funny and makes a great selection for children to recite. It’s also a great way to introduce students to common poetic devices as well as themes from classic … Continue reading "84 – Casey at the Bat"
July’s Leicestershire Children’s Writer is Ben Dixon. Ben spent his teen and tween years in Leicestershire, giving him experiences that helped him create the delightfully relatable world of Neil Peel. Neil navigates secondary school life in a trilogy of novels that portray his mishaps with school bullies, his sometimes friendly, sometimes dangerous big sister, and … Continue reading "83 – Interview with Ben Dixon"
Lily Alone by Jacqueline Wilson is about a girl whose irresponsible mother makes her take on very adult responsibilities . . . despite the fact that she is only 11 years old. This is a book with very heavy themes, but I was glad co-host Chloë brought it to my attention. Wilson explores the problems … Continue reading "82 – Lily Alone"
Stories about Paul Bunyan don’t need to be true. In fact, they should be a load of nonsense. The only thing they need to be is entertaining. Learn a bit about the life of North America’s mythical lumberjack, his best pal Babe the Blue Ox, and the rest of his crew, and perhaps consider adding … Continue reading "81 – Paul Bunyan"
This month’s Leicestershire Children’s Writer is Bali Rai. Born and raised in Leicester City, he still lives in Leicestershire with his two daughters and is an active part of the local, national, and international literary scene, making frequent visits to schools and publishing new works for children at a steady rate. In our interview, Bali … Continue reading "80 – Interview with Bali Rai"
Shakespeare isn’t really for kids. But some of the comedies, such as A Midsummer Night’s Dream, offer the perfect first introduction to the world’s greatest playwright. The play within a play in Act V can be lifted out and performed on its own as a fun, easy to understand first experience with Shakespeare. Here’s an … Continue reading "79 – A Midsummer Night’s Dream for Kids"
Special guests Tom the Tale Teller Phillips and his daughter Emmie join in to read the funniest reader submissions sent in to the Spring Writing Challenge. Tom was featured as the show’s Leicestershire Children’s Writer for the month of March. During my interview with Tom the Tale Teller over Zoom, I couldn’t help but admire … Continue reading "78 – Spring Writing Challenge Party"
Pippi Longstocking by Astrid Lindgren has been translated into over 100 languages. It appeals to children from all over the world because it’s a story that taps directly into the chaotic, playful world of imagination. In this episode co-host Chloë helps to bring a child’s perspective to a delightful story which will never go out of style.
Activity: Write an Adventure for Your Imaginary Friend
If you, your children, or classmates had an imaginary friend, write out a description of that character, including appearance, personality traits, home life, and powers. Then imagine what would happen if that imaginary friend accompanied you on an ordinary day of your life. How would things be changed? Would anything wild or unexpected happen? How disruptive would the imaginary friend be, and what kind of trouble would that create?
Have students write their own story in the style of a chapter from Pippi Longstocking, then share the stories together.
Animal Farm by George Orwell offers something to virtually every academic discipline. Teenagers will be delighted to engage with it so long as it’s presented in an interesting and appealing way. In this episode, I give some ideas for how this book can be taught in different kinds of academic classes.
Also in this episode, I mentioned this heartwarming story I found about a town in Wałbrzych, Poland that is using handmade dolls representing Anne Shirley from Anne of Green Gables in order to raise awareness about the need for more foster families. I’d love to find more information about this story, but I don’t speak Polish, so if any listeners can help me understand some of the Polish-language reporting on this sweet story, I sure would be grateful!
Activity: Passive Voice
Teachers usually tell students never to use passive voice, and as a general rule this is good advice. Passive voice is when a sentence puts more focus on the person or object experiencing an action, rather than the person or object doing the action. A sentence written with active voice would be “The animals sang a revolutionary song called Beasts of England.” That same sentence in passive voice was “A revolutionary song called Beasts of England was sung by the animals.” Active voice tends to result in clearer, shorter, more easily understood sentences. Passive voice can sometimes make it unclear who performed an action.
But sometimes, passive voice can be used creatively for the sake of humor or to encourage the reader to figure out certain things independently. George Orwell uses passive voice in Animal Farm to draw attention to times when the pigs behave in a selfish or corrupt manner. These sentences often begin with “it was noticed” or “it was felt.”
Have students track times when passive voice is used in Animal Farm. Ask them to rewrite these sentences in direct voice, so that the styles can be compared. Then discuss how the passively construction sentences are more funny and thought-provoking, which shows that passive voice can sometimes be used, but only for a good reason.
Activity: Who Should Be Allowed to Vote?
In Animal Farm, the pigs steadily convince the other animals to stop making any decisions for themselves because they might sometimes choose poorly. The pigs take all leadership power for themselves, shutting out any non-pigs from the government of Animal Farm.
After reading this portion of the story, encourage students to consider the following questions. Answers may be given as written responses, discussed in small groups, or talked about as a class.
- Who should be allowed to vote?
- Should someone be allowed to vote if they can’t understand what the consequences will be?
- Should children be allowed to vote?
- What about those with mental disabilities?
- Should there be things people have to do to gain voting rights, such as passing a civics test or performing some service to the community or nation?
- Under what circumstances should someone have their voting rights taken away?
Activity: Political Slogans
In Animal Farm, the animals come up with a list of principles for their philosophy of Animalism, using the slogan “four legs good, two legs bad.” The pigs gradually begin breaking the principles until they change this slogan to “four legs good, two legs better.” The sheep are easily persuaded to bleat these slogans in a very pointed metaphor.
Have students research political slogans. Some are fairly honest and straightforward, like “I Like Ike.” Some summarize a political position such as “No Taxation Without Representation” or “No Nukes.” Others are more threatening, such as “Eat the Rich” or those which claim a country should belong only to a certain ethnic group. Each student in a class can research a different political slogan, focusing on the historical setting of the slogan’s creation and the message that it was meant to send. Students could also share their feelings about the slogan’s effectiveness and the implications of the policies the slogan advocates for.
Go, Dog, Go! by P.D. Eastman is a lot of fun for two groups of kids – very little children who haven’t begun to read, and slightly older children who are just beginning to unlock the secrets of words. This book uses ingenious illustrations to support young children as they begin to connect confusing little squiggles with the meanings of words.
Activity: Sight Words
Learning a few sight words can really help new readers build some confidence and get going with reading, which will make it less intimidating to begin proper work with phonics. Sight words are words that are short and common enough for children to memorize, allowing them to be recognized at sight without having to be sounded out. While of course this method isn’t practical for learning an entire language, it is very helpful to get children excited about reading. It also helps kids feel very positive about their first efforts, and kids who feel happy about reading will put in lots of effort to do more reading and unlock stronger skills.
Keep an eye out for the following sight words as you read Go, Dog, Go! with your kids. Memorizing these common, short words will help children recognize words they are already comfortable with as they begin to sound out newer and more complicated words.
dog
big
little
black
white
red
blue
yellow
green
go
up
down
in
out
over
under
Holes by Louis Sachar has remained a favorite book of mine for years. Its author drew heavily on Ashkenazi Jewish folklore when writing this story, reinterpreting Eastern European storytelling traditions to help them fit in a new American home. The ending of Holes has just a touch of Texas justice to it, showing how this style of storytelling changed when it came to a new country.
Activity: The Folklore of Ashkenaz
The YIVO Institute for Jewish Research has an excellent online course about Ashkenazi Jewish folklore that I found very helpful when preparing for this episode. In learning more details about the songs, stories, and even superstitions of Yiddish folk culture, I was able to recognize how these traditions had influenced Louis Sachar when he was writing Holes. Some portions may work for younger children, but most of the course is at an academic level better suited for teens and adults.
You can find this free online course at yivo.org/Folklore-of-Ashkenaz.
If you haven’t got time for the entire course, a selection of short videos featured during the classes can be found in this playlist. The videos entitled “What is Jewish about Jewish folklore?” are most relevant to the storytelling style in Holes and can be useful to parents and teachers presenting this book to children.
Activity: Dig a Hole
The title of Holes could be interpreted as symbolic, but mostly it is not. This is literally a book about digging holes in the ground. So why not take your students out and dig one? Kids can learn a lot about themselves and what they can accomplish by doing something physically challenging with hand tools. Find somewhere appropriate to dig a hole and dig one! Compare students’ experiences with those of Stanley Yelnats as he improves in strength and technique over the course of the novel.
Rachel Greaves is my Leicestershire Children’s Writer for the month of May. She was kind enough to come to my home for a chat about her books, her creative designs for puppets, and future plans for Ruffle the Rail Dog, the lovable, adventurous pup who stars in her books. You can find Rachel’s books at ruffletheraildog.co.uk.
Rachel made Eric, the puppet on the right, entirely out of recycled or repurposed materials, resulting in a cute, lightweight, but sturdy character to feature in live performances of her stories.
Eric’s body is made from an empty four pint milk jug and his hands are carved wooden spoons. The hands are especially clever as the long handles allow the puppet’s arms to be easily manipulated without children seeing how during shows. This makes the puppet more believable and draws in the audience. Rachel also makes excellent use of Ruffle when she performs with him, making sure that he’s always moving around in a natural way.
Please do check out the adventures of Ruffle the Rail Dog! He’s a charming little guy with a lot of adventures that your kids can join in.
Two swans are nesting in the pond behind my house, and it’s created a wonderful chance for myself and co-host Chloë to see that E.B. White was very accurate in his description of swan behavior in The Trumpet of the Swan. As we are in England they are Mute Swans, not Trumpeters, but their behavior is very similar. Chloë has learned some lessons from the character of Sam Beaver about how to respectfully observe wildlife, and today she shares her findings.
Our swans have behaved in a remarkably similar way to the fictional ones in The Trumpet of the Swan. They return to the same spot each year. They make their nest on a little peninsula that juts out from the side of the pond where the shore is quite steep. It would be hard for anything to approach them from the land, and their position on the shore gives them a full view of anything in the water. The cob is amazingly protective, even suspicious, when it comes to his wife and her nest. And yet, they seem to trust quiet, respectful observers who keep a safe distance and don’t do anything to upset them.
Activity: Observe a Nest
What birds nest in your area during the spring? Do some research about one or more species so that you can find a nest. Where are the nests usually found? What do the nests look like? What materials are they made of? What color are the eggs and how many are there usually? How long does it take for the eggs to hatch?
Before you go out on your nest hunt, read the first three chapters of The Trumpet of the Swan. Write down or discuss how Sam Beaver behaves around wildlife. How is he a good example of someone who enjoys observing wild animals in a way that is responsible? What are some adjectives that describe his behavior? What rewards does he get because he chooses to behave in this way?
Go out and search for a birds’ nest. Keep a safe distance so that you do not disturb the animals, using binoculars if necessary. If possible, go back to check on the nest regularly until the baby birds hatch. Record your observations and questions in a journal as Sam Beaver did.
Sue Townsend is Leicestershire’s most beloved author. While she primarily wrote for adults, she has been a major influence on other local children’s writers and her first three novels about the angsty, acne-plagued Adrian Mole remain beloved by teens and adults alike after 40 years in print. The Secret Diary of Adrian Mole, Aged 13 3/4, The Growing Pains of Adrian Mole, and The True Confessions of Adrian Albert Mole provide a spectacular view of the messy life of a teenager growing up in Britain in the 80’s.
The novels about Adrian Mole’s teen years are a good lesson in the history and politics of this period, offering a chance for kids to understand the different points of view on the issue of government assistance and social programs for those farther down the economic ladder. They also provide a great opportunity to spark conversations about how teenagers should deal with the increasingly adult problems they will have in their lives, sometimes sooner than they would wish.
Activity: Who Should Help Adrian?
Adrian Mole is a disadvantaged teenager. His parents have a volatile relationship, and for a while his mother moves away. Both parents have short-term relationships wiht other people, creating an even more unstable home environment for Adrian. Both parents smoke and drink heavily and depend on government handouts to pay the bills and put food on the table.
Issues such as welfare benefits, socialized health care, and who deserves help from society can quickly become abstract or even contentious, but teens can begin exploring these ideas in an age-appropriate way by keeping the focus on Adrian and his life. Students can explore the following questions in a classroom conversation or in an essay.
- When parents fail to take care of their kids properly, what is the point at which help should be offered by outside groups such as churches, schools, or social workers?
- Adrian had his first hangover at age 14. What public health information can you find out about the dangers of heavy drinking at such a young age? What do you think is a good way to talk to teenagers about the risks that come from drinking alcohol?
- Adrian’s father loses his job and becomes too depressed to look for work, instead sleeping late and watching television during the day and depending upon government benefits to pay the bills. Without welfare payments to Mr. Mole, Adrian will not have enough to eat or a home to live in. Do you feel Mr. Mole should continue to receive money from the government?
- If disadvantaged children do not receive help to ensure that they have homes, food, healthcare, and an education, it is more likely that they will work in lower-paying jobs, have poorer health, and be more likely to engage in criminal behavior. What are ways that disadvantaged children can be helped? How should the costs of such help be paid for? Who should decide what help a child’s family should receive?
It’s time to talk about everyone’s favorite controversial novel about the utter awkwardness of puberty. Are You There, God? It’s Me, Margaret by Judy Blume is a book that is rarely read as a part of school curriculum but has been quietly circulated in school libraries for more than 50 years. It’s getting a big screen release in just a few weeks, so let’s all rip open painful memories of our pre-teen years as we revisit the tale of Margaret Simon and her adolescent angst.
Activity: Journal Like Margaret
One of the things that makes Are You There, God? It’s Me, Margaret so relatable is the extremely direct way she talks about the things that are on her mind. Encourage students to write out the things that they are currently worrying about, being as honest as possible. However, it is very important that this assignment remain optional. Students should be allowed to destroy what they write, keep it private, or share it with whomever they wish depending entirely on personal preferences. The point of the exercise is to encourage students to engage directly with their feelings and concerns, not to feel that those thoughts must be composed with some external audience in mind.
Activity: Let’s Talk Angst
If appropriate for the students and setting, have a discussion about why it’s so hard to talk about anything involving sex, puberty, and bodies. You can completely avoid direct discussion of these topics, keeping the focus on the anxiety, shame, and awkwardness everyone feels around them. It can help pre-teens feel a lot better about themselves if they know how common these uncomfortable feelings are, and students can be encouraged to be more sympathetic toward one another as they all move through a difficult time of life.
It’s Spring Break, so this week I thought I’d have a bit of fun by interviewing my daughter and frequent collaborator, Chloë, to find out why the Princess in Black series by Shannon Hale, Dean Hale, and LeUyen Pham are her favorite books.
Activity: Make your own Princess in Black Adventures!
- Perform one of Princess Magnolia’s adventures at home using puppets
- Make a work of art that shows one of the monsters from the book, or design your own monster
- Come up with your own princess name and make a costume for yourself using stuff you have at home
As an American, I had always assumed that the character of the robin in The Secret Garden by Frances Hodgson Burnett was exaggerated to make it more intelligent and human-like than in real life. But now that I have my own “bit of Earth” in an English garden, I can see just how wrong I was! The Secret Garden is actually incredibly accurate in its description of the behaviors and biology of the British robin, and as you and your kids read this story you can get the most pleasant science lesson you’ve ever had.
Activity: Learn About British Robins
Children can write down what they learn about British robins as they read The Secret Garden. The character of the robin in the book displays behaviors normal to the species, and more information can be found online. Here are some reliable websites to help get you started:
British Trust for Ornithology
Royal Society for the Protection of Birds
Natural History Museum
BBC Wildlife Magazine
Print this worksheet and fill it out as you read The Secret Garden. Use clues from the novel as well as reliable scientific websites to learn more about the biology and behavior of the British robin.
March’s Leicestershire Children’s Writer is Tom Phillips, also known as Tom the Tale Teller. He’s the author of Leicestershire Folk Tales for Children, a collection of local stories from the spooky and fantastic to the sad but true.
In our conversation, we talk about the importance of keeping in-person storytelling alive. It’s more important than ever in a world full of digital distractions. Tom explains how he selected the stories for his book, how he dealt with the problem of multiple versions of a story, and how he managed to simplify the very complicated tales of Lady Jane Grey and Richard III. We also mention two places that have inspired storytelling for each of us — Bradgate Park here in Leicestershire and Sycamore Canyon in Los Angeles.
You can find Tom the Tale Teller online. Give him a follow to see videos of past storytelling and find out where you can see him in person!
- Tom’s website
- YouTube
Check out my previous features of Leicestershire Children’s Writers. Each month this year I’ll be featuring an author from my community!
- January: Poonam Mistry
- February: Jonathan Emmett
This is a presentation of “Aschenputtel” as published in the 1819 second edition of Kinder- und Hausmärchen by Jacob and Wilhelm Grimm. Translated and performed by T.Q. Townsend. This audiobook may be freely used for non-profit educational purposes.
Illustration: Hermann Vogel
Aschenputtel (1819)
Translated by T.Q. Townsend
The wife of a rich man fell ill and realized she was about to die. She called her only daughter to her bedside and said to her: “Keep your faith and be a good girl. Then God will bless you and I will do my best to look down from heaven and watch over you.” Then the mother closed her eyes and died.
Every day, the girl went to her mother’s grave and wept. She remembered to be pious and good, just as her mother had told her. The winter snows came and covered the grave like a white blanket, and when the summer sun came and took it away, the man took another wife.
The new stepmother had two daughters that she brought with her, but while their faces were fair, their hearts were ugly. Then times became hard for the poor girl.
“Why is this useless thing in the room?” the new ladies asked. “Whoever eats bread should earn it first. Away with this scullery maid,” they laughed, leading the girl into the kitchen. She was given the heaviest work to do, getting up early in the morning to carry water, make the fires, cook, and wash. The stepsisters tormented her, mocked her, and threw the peas and lentils into the ashes, so that she had to pick them all out and clean them again. In the evenings, when the poor girl was tired, she had no bed to sleep in, so she would lie down in the ashes by the hearth to keep warm. Soon she became so dirty and dusty that the stepsisters called her Aschenputtel.
The father prepared one day to go to a market town, and he asked his two stepdaughters what gifts they would like him to bring. “Beautiful clothing,” said one sister. “Sparkling gems,” said the other.
“And you, Aschenputtel?” asked the father. “What do you want?”
“Father, all I want is the first twig that knocks against your hat on the way home,” Aschenputtel answered.
The Father rode away to the market, and as he rode through a thicket on the way back, a hazel tree brushed against him and knocked off his hat. So he broke off a twig and added it to the bundle containing lovely gowns and fine jewels. When he got home he gave the lovely gifts to his stepdaughters and handed the twig to Aschenputtel.
Aschenputtel took the bit of hazel and went to her mother’s grave. She planted the twig in the dark soil and wept so much that the tears spilled all over the green leaves. The cutting took root and soon became a beautiful tree. Aschenputtel visited the grave three times every day to weep and pray. Every time a little bird would visit the tree, and it had the power to give her anything she needed.
It happened that the king declared that there would be a three-day festival, during which his son would choose a bride. The two stepsisters were invited. They called Aschenputtel, saying, “Comb our hair. Brush and buckle our shoes. We will go and dance at the king’s ball.”
Aschenputtel wished with all her heart that she might go too, and begged her stepmother that she might be allowed to do so.
“You, Aschenputtel?” sneered the Stepmother. “You have nothing fit to wear. You shouldn’t be allowed to attend, no matter how badly you want to go. But I’ll tell you what. If you can sort and clean these lentils in two hours, I’ll let you go to the ball.” And with that, she threw a bowl of lentils into the ashes.
As soon as the Stepmother was gone, Aschenputtel went to the garden door and cried out:
“You sweet little doves, you lovebirds! All you birds under the heavens, please help me! Put the good ones in the pot and the bad ones in your crop!”
Two white doves fluttered through the kitchen window. Then came the lovebirds, and finally many little birds flocked down from the sky and went down to the ashes. The birds nodded their heads and began their work. Pick, pick! Pick, pick! They threw all the good grains into the pot, and swallowed the hard ones as a reward. Hardly an hour had passed when the work was all done and the birds fluttered away. Aschenputtel brought the pot of clean lentils to her Stepmother, smiling because she believed that now she would be allowed to come along to the ball.
But the stepmother only sneered “No, Aschenputtel. You have nothing to wear and may not go to the dance.”
Aschenputtel began to weep, and then the Stepmother said, “I’ll tell you what. If you can pick out two bowls in the next hour, I’ll change my mind.” The Stepmother flung two bowls full of lentils into the ashes, thinking to herself that Aschenputtel would never manage the task.
As soon as the Stepmother had gone, Aschenputtel hurried once more to the back door and cried out:
“You sweet little doves, you lovebirds! All you birds under the heavens, please help me! Put the good ones in the pot and the bad ones in your crop!”
Once again two white doves fluttered through the kitchen window. Then the lovebirds came back, and finally the little birds flocked down from the sky and went down to the ashes. The birds nodded their heads and began their work once more. Pick, pick! Pick, pick! They threw all the good grains into the pot, and swallowed the hard ones as a reward. Before half an hour had passed, all the work was done and the birds flew away.
Aschenputtel brought the bowls to her stepmother, filled with hope that she could come along. But the stepmother only said, “It’s useless. You can’t come with us. You have nothing to wear. You can’t dance; we would be ashamed to be seen with you.”
And then the stepmother and her daughters went away to the ball. Once she was all alone, Aschenputtel went to her mother’s grave under the hazel tree and called out:
“Shake, shake, little tree! Gold and silver give to me!”
Then the little bird perched among the hazel branches threw down a gown made of gold and silver cloth, and a pair of slippers embroidered with silk and silver. Aschenputtel put on the lovely clothing and went to the festival. Her stepsisters and stepmother did not recognize her, thinking the lovely, richly dressed maiden must be some foreign princess. They never imagined it could be Aschenputtel, who they believed was lying in the ashes at home.
As soon as he saw Aschenputtel, the king’s son ran to take her by the hand and asked her to dance. He spent the entire evening by her side and would dance with no one else. If anyone else came to ask Aschenputtel to dance, the prince would tell them, “she is my partner!”
Aschenputtel danced and danced until it was time to go home. The king’s son begged, “let me escort you home,” wishing to know which family the beautiful girl belonged to. But as they neared her house, Aschenputtel managed to slip away and ran to hide in the dovecote. The king’s son waited until the father came home and told him about the mysterious girl who was hiding in the birds’ house.
The father wondered to himself if the maiden were Aschenputtel, but he said nothing. Instead he called for an axe and a pickaxe and cut the dovecote in two. But there was nobody in it. When the family went into the house, they saw Aschenputtel lying among the cinders in her old dirty clothes, with her dim oil lamp hanging by the chimney. She had managed to slip out the other side of the dovecote, return the beautiful clothing to the bird sitting in the tree over the grave, and return to the kitchen in her old gray gown before anyone could see her.
The next day, after the father, stepmother, and stepsisters had gone away to the ball, Aschenputtel returned to the hazel tree and called out:
“Shake, shake, little tree! Gold and silver give to me!”
Then the little bird threw down an even more splendid dress than the one from the day before. When Aschenputtel arrived at the ball, everyone was amazed at her beauty. The king’s son had been waiting for her, and when he saw her he took her by the hand and danced with her only. If anyone else came to ask Aschenputtel to dance, the prince would tell them, “she is my partner!”
When evening came and it was time to go, the King’s son tried to follow her again, but she slipped away and fled into the garden behind her house. There stood a beautiful, tall pear tree full of delicious fruit. Aschenputtel climbed it quickly so that the King’s son could not see her anymore. The prince waited until the father came home and said to him, “The mysterious maiden escaped from me. I think she jumped into your pear tree.”
The father wondered once again if the maiden were Aschenputtel, but once again he said nothing. Instead he sent for an ax and cut down the pear tree, but there was nobody in it. When the family went inside, they found Aschenputtel lying by the fireplace as usual. She had jumped down from the tree on the other side, returned her lovely gown to the bird sitting in the hazel tree, and put her old gray dress back on before anyone could spot her.
On the third day, when the father, stepmother, and stepsisters had gone to the ball, Aschenputtel returned to her mother’s grave and said to the little tree:
“Shake, shake, little tree! Gold and silver give to me!”
And then the bird threw down a dress that was more magnificent than any that had ever been seen, with slippers made all of gold. When Aschenputtel arrived at the ball, everyone was so amazed that they could not even speak. The king’s son danced with Aschenputtel alone, and for a third time if anyone else asked her to dance, he would say right away: “She is my partner.”
When evening came, Aschenputtel took her leave and the king’s son begged to escort her home. She sprang away, hoping to escape as before. But as she fled the palace, her left shoe was lost, for the king’s son had ordered that the stairs be coated with pitch. The king’s son retrieved the shoe. The next day he issued a declaration which announced, “the one who fits this golden slipper shall be my wife!”
When the stepsisters heard this, they were very happy, for they had beautiful feet. When it was her turn to try, the elder sister went into her room with the shoe while her mother stood by. But the slipper was too small for her, and her big toe stuck out.
The stepmother handed her daughter a knife and told her, “cut off your toe. When you’re queen, you won’t need to walk anymore.”
And so the girl cut off her toe and squeezed her foot into the shoe. Then she went to see the king’s son. Believing he had found his bride, he lifted the elder sister onto his horse and began to ride away with her. But on the way out they passed the hazel tree growing over the grave, and two doves sitting there cried out:
“Turn and see! Turn and see!
A bloody shoe! How can that be?
The slipper doesn’t fit at all.
Go back! Find your true bride from the ball!”
The king’s son looked down and saw the blood spurting from the foot. He turned his horse around and brought the false bride home.
“This isn’t the right one. Have the other sister try on the shoe,” the king’s son ordered.
And so the younger sister took the golden slipper up to her room to try it on. But her heel was too big, and it did not fit. Then her mother handed her the knife and said, “Cut off your heel. When you’re queen, you won’t need to walk anymore.” And so the girl cut off a piece of her heel and squeezed her foot into the shoe. Then she went to see the king’s son. Believing that he had at last found his true love, he lifted the younger sister onto his horse and began to ride away with her. But once again, as they passed the hazel tree growing over the grave, the two doves cried out:
“Turn and see! Turn and see!
A bloody shoe! How can that be?
The slipper doesn’t fit at all.
Go back! Find your true bride from the ball!”
The king’s son looked down and saw that so much blood was coming out of the shoe that it had dyed the girl’s stockings quite red. He turned his horse around and brought the false bride home.
“She’s not the right one either,” he said. “Isn’t there another daughter here?”
“No,” replied the father. “There’s only one nasty little cinderwench that my first wife left behind when she died, but she couldn’t be your bride.”
The king’s son insisted on seeing Aschenputtel, but the stepmother refused, pleading, “Oh, no, she’s much too dirty to be seen by you.”
But at last the king’s son ordered that the girl be presented to him. When she heard about her royal visitor, Aschenputtel washed her hands and face, then went and bowed before the king’s son. He gave her the golden slipper. She slipped her heavy boot from her left foot, and then stepped into the golden shoe. She stood wearing it as if it had been made for her alone. She bowed her head to him, and at last the king’s son recognized her face.
“This is my true love!” he declared.
The stepmother and stepsisters were both terrified and pale with anger. The king’s son put Aschenputtel on his horse and rode away with her. As they passed the hazel tree, the two doves called out:
“Turn and see! Turn and see!
No blood in the shoe will be
The fit is perfect – can’t you tell?
Now there will be wedding bells!”
And as they finished their song, they both flew down and sat upon Aschenputtel’s shoulders, one upon the right and the other on the left.
On the day of Aschenputtel’s marriage to the king’s son, the stepsisters came, hoping to get something for themselves out of this happiness. The eldest stood at the right of the church door and the youngest on the left. When Aschenputtel and the King’s son went into the church, the doves pecked out an eye from each stepsister. When the couple came back out again, the doves pecked out their other eyes. And so they were punished with blindness for their wickedness.
This is a presentation of “Aschenputtel” as published in the 1812 first edition of Kinder- und Hausmärchen by Jacob and Wilhelm Grimm. Translated and performed by T.Q. Townsend. This audiobook may be freely used for non-profit educational purposes.
Illustration: Alexander Zick
Aschenputtel (1812)
Translated by T.Q. Townsend
Once upon a time there was a rich man and his wife who lived happily together with their little daughter. But the woman became gravely ill, and before she died she said to called her daughter to her and said: “Dear child, I must leave you. But when I am in heaven I will watch over you. Plant a tree on my grave, and if you ever need anything, shake it. When you are in need I will send you help. All you must do is remain pious and good.” With these last words, she closed her eyes and died. The girl wept for a long time. But she remembered to plant a tree on her mother’s grave. She never needed to carry water to the tree, for her tears were enough.
The grave was covered in a white cloth of winter snow. Then the warm summer sun pulled the blanket away, and the tree became green for a second season. Then the man took another wife. The new stepmother had been a widow, and had two daughters who were fair of face but proud, wicked, and haughty in heart. As soon as the wedding was over and the three newcomers drove to the house, things went badly for the poor girl.
“What is this nasty useless thing doing in the house?” said the stepmother, taking the girl into the kitchen. “If she wants to eat bread she must earn it first. She can be our maid.”
The stepsisters took away her beautiful clothes and put an old gray gown on her.
“It looks good on you!” the stepsisters cackled.
The poor child had to do the heaviest work in the house. Every morning she rose early, carried water from the well, lit the fire, cooked, and washed. The stepsisters did all the could to mock her. Their favorite prank was to pour the peas and lentils into the ashes by the fireplace so that the girl would have to spend all day picking them out and cleaning them. At night she had no bed to lie in, so she would sleep in the ashes by the hearth to keep from freezing. And because she was constantly digging in the ashes and sleeping by the fire, she became very dusty and dirty. And so her stepsister gave her the name Aschenputtel.
Some time later, the King announced that there would be a splendid ball which would last for three days. It was time for his son to choose a wife. The two proud sisters were invited to attend. They bragged to Aschenputtel even as they made her serve them. “Come up,” they called. ‘Comb our hair. Brush our shoes and buckle them. We’re going to the Prince’s ball!” Aschenputtel did her chores faithfully, but the stepsisters still scolded her.
The stepsisters asked mockingly, “Aschenputtel, would you like to go to the ball?”
“Oh, yes,” Aschenputtel answered. “But how could I go? I have nothing to wear.”
“No indeed,” sneered the eldest stepsister. “That would be a fine thing if you showed up. We would be ashamed if people heard you were our sister. You belong in the kitchen. There you have your bowls of lentils. When we get back they must be properly sorted. Be careful not to leave any bad ones in, or you will regret it.”
And with that the stepsisters went away. Aschenputtel stood at the window and watched until the carriage vanished from her sight. When she could see them no more, she sadly went back to the kitchen and stared at the enormous heap of lentils that she had to sort.
“Oh,” she sighed. “I have to finish all of this work by midnight. No matter how my eyes hurt me, I can’t let them close. Oh, how I wish my mother knew of this!” She knelt before the stove next to the pile of lentils and was about to start sorting them when two white doves flew through the window and sat on the hearth beside her. They nodded their heads politely and asked “Aschenputtel, shall we help you pick through the lentils?”
“Oh, yes please!” Aschenputtel replied. “The bad ones in your crop, the good ones in the pot.”
And pick, pick! Pick, pick! The doves ate away the harder lentils, which they preferred, leaving the ones good for people. In just a quarter of an hour the good lentils were sorted and clean in the pot, with not a single bad one among them.
Then the doves said, “Aschenputtel, if you want to see your sisters dance with the Prince, climb up into the dovecote.” Aschenputtel followed the birds back to their little house. She climbed up to the top of the ladder and peered inside. She saw a vision of the great hall at the palace, and saw her sisters dancing with the prince. The palace glimmered and shone with thousands of lights that shone in her eyes. When she had seen enough, she came down from the dovecote with a heavy heart. Then she lay down in the ashes and fell asleep.
The next morning the stepsisters came to the kitchen, hoping to see her still at work sorting lentils so they could scold her. They were angry to see that the work was finished and that Aschenputtel had managed to get some sleep. So instead they decided to tell her all about the ball.
“Oh, it was such a pleasure to be at the ball. The Prince is so very handsome, and such a fine dancer!” They said. “One of us will certainly become his wife.”
“I saw it all,” said Aschenputtel. “The flickering lights were so splendid.”
“What?” the eldest stepsister cried. “How did you see anything?”
“I . . . saw it from the top of the dovecote,” Aschenputtel stammered.
The elder sister was outraged and instantly called for the servants and ordered them to tear down the dovecote. But the younger still had some small amount of pity in her heart, and when Aschenputtel came to wash and brush her hair, she whispered, “you can still try to see the palace from the window.” But the elder sister overheard and shouted, “No! That lazy servant has a sack full of peas to sort. Aschenputtel, tonight you will sort through them, and if you don’t finish before we return tonight I will throw them all in the ashes and you won’t get a bite to eat until you do the job all over again!”
The stepsisters flounced away to the second night at the ball, but as soon as they had gone, the doves returned and said kindly, “Aschenputtel, shall we sort out the sweet peas for you?
And once again Aschenputtel replied, “The bad ones in your crop, the good ones in the pot.”
Pick, pick! Pick, pick! The work went so quickly that it was as if twelve hands did the work. When everything was finished, the doves asked, “Aschenputtel, do you want to go to the ball and dance?”
“Goodness!” she gasped. “How can I go in these dirty clothes?”
“Go to the little tree on your mother’s grave,” cooed the doves. “Give it a shake and wish for a lovely gown. But you must return before midnight!”
Aschenputtel rushed out to the little tree and called out, “Shake, shake, O little tree! Throw down lovely clothes for me!”
As soon as she had spoken the words, a splendid silver dress lay before the tree. There were also pearls, silk stockings with silver gussets, silver slippers, and all of the right accessories. Aschenputtel carried everything back to the house, and after she was clean and dressed, she was as beautiful as a rose washed by the morning dew. As she stepped through the front door, she saw a carriage with six black horses adorned with feathers. Attendants in blue and silver livery lifted her inside, and off they went at a gallop to the King’s palace.
The Prince saw the carriage at the gate and imagined that some princess he had never met had arrived. He went down the stairs himself, and when he saw Aschenputtel he lifted her out and led her into the hall. When the splendor of all the lights fell upon her, everyone was amazed. The stepsisters stood and fumed because there was a woman at the ball more lovely than they were. Yet they never imagined that it could be Aschenputtel, who they imagined was laying in the ashes at home.
The prince danced with Aschenputtel all evening. He accorded her royal honor and thought to himself, “I don’t believe I could choose any bride more perfect than this one.” Although she had lived in ashes and sadness for so very long, Aschenputtel now felt only glorious joy.
But soon midnight came! Before the clock struck twelve, she bowed to the assembly and departed. The prince begged her to stay, but Aschenputtel hurried away, leaped into the waiting carriage, and it hurried off in the same splendor with which it had arrived.
As soon as she got back home, Aschenputtel went back to the little tree on her mother’s grave and sang out, “Shake, shake, O little tree! I return these clothes to thee!” And the tree accepted the clothes back again, returning Aschenputtel’s faded gray dress. The girl returned to the kitchen, smudged some dust on her face, and lay down to sleep among the ashes.
In the morning the stepsisters returned, sullen and silent. Aschenputtel asked meekly if they had enjoyed themselves at the ball.
“No,” the sisters pouted. “Some princess was there, and the Prince would only dance with her. Nobody knew who she was or where she came from.”
“Was it she who had the splendid carriage with six matching horses?” Aschenputtel asked.
“How did you know about that?” snapped the elder sister.
“I was standing by the front door when I saw her drive by,” Aschenputtel answered.
“Well, in the future stick to your chores instead of watching people on the road,” the eldest growled.
For a third time Aschenputtel had to dress and style her stepsisters for the ball, and as a reward they gave her another enormous sack of peas to sort and clean.
“Don’t you dare stop working,” the eldest snapped over her shoulder as she flounced out the door.
“I hope the doves don’t stay away,” thought Aschenputtel, and her heart quivered. But just as on the previous evenings, the doves came!
“Shall we sort the peas for you, Aschenputtel?” the little doves asked sweetly.
“The bad ones in your crop, the good ones in the pot!” Sang out Aschenputtel with a smile on her face.
In moments, the doves had sorted the peas, and then they said, “Go back to the tree and give it a shake. You will get even prettier things to wear tonight. Go to the ball, but be careful to come home before midnight!”
Aschenputtel hurried to the tree, shook it gently, and called out, “Shake, shake, O little tree! Throw down lovely clothes for me!”
Then a dress fell down to her, and it was indeed more magnificent than the one from the night before. It was made entirely of gold and precious stones, with gold-laced stockings and golden slippers. When Aschenputtel had put it on, it shone as brightly as the midday sun. An even more splendid carriage, stood by the door, pulled by six gray horses with tall white plumes on their proud heads. Smiling servants in red and gold livery lifted her inside and she was off to the palace.
When Aschenputtel arrived at the ball, the prince was waiting for her on the stairs. He took her by the hand and led her into the hall. Once again, everyone was amazed by her loveliness, and astonished that she was somehow even more beautiful than before. The stepsisters huddled in the corner, pale with envy. If they had known that Aschenputtel was not lying in the ashes at home but was in fact the enchanting woman standing before them, they might have died of their jealousy.
The prince was desperate to know who the unknown princess was. He wished to know where she came from and where she would go to after the ball, so he sent servants to watch for her carriage when it left. He also ordered that the stairs be spread with pitch, so that she could not run away so quickly all of a sudden.
Aschenputtel danced and danced with the prince. She was lost in so much happiness that she did not watch the clock. Suddenly, even as she was dancing, she heard the bells begin to ring. Recalling the warning of the doves, Aschenputtel fled from the ball. She flew down the stairs, but because they were coated in pitch, one of her golden slippers stuck fast. Too terrified to stop, Aschenputtel left the shoe behind. As she reached the final step, the clock struck twelve. The carriage and horses had disappeared. Gone was the magnificent golden gown. Aschenputtel stood alone in the street wearing her sooty gray clothes. She hurried away before anyone saw her.
The prince, hurrying after the mysterious princess, found the golden slipper on the stairs. He pulled it free, but by the time he reached the street, the maiden was gone. The guards he had put on watch could report nothing. They had not seen the golden carriage, nor the fine gray horses.
Aschenputtel was grateful things had not gone worse. She ran home, lit her little lamp, hung it up by the chimney and lay down in the ashes. Before long, the two stepsisters returned and shouted “Aschenputtel, get up and bring us some light.”
Aschenputtel yawned and pretended that she had been asleep. She brought her little lamp just as the elder sister complained, “Goodness knows who that dratted princess is! I hope she is buried in the ground! The prince would only dance with her, and when she disappeared he refused to stay any longer, so the whole party was ruined.”
“When she left, it was as if all the lights had been blown out,” agreed the younger sister.
Aschenputtel knew the answers to all of their questions, but she didn’t say a thing.
Back at the palace, the prince thought to himself that while all of his other efforts had failed, the slipper offered one last clue to help him find the woman he hoped to make his bride.
He put out a decree: “Let it be known,” the word went out, “That the one who fits this slipper will be the prince’s wife.”
And so all of the ladies in the land tried to wear it, but it was much too small for all of them. Some would not have been able to wear the shoe even if it were twice as big as it was.
At last the stepsisters were to have their chance. They were glad to try, for they both had pretty little feet. Each sister believed she would not fail.
But first, their mother spoke to them in secret. “Listen to me,” she whispered. “Here is a knife. If the slipper is too tight for you, cut off a bit of your foot. It might hurt, but that will pass soon enough.”
The eldest took the slipper into her room. She could get her toe in, but her heel was too big. So she took the knife and cut off a piece of her heel so that she could push her foot into the shoe. She went out to the prince, and when he saw that she was wearing the slipper, he declared her to be the bride he sought. The prince led the elder sister to the carriage and began to drive away. But just as he reached the gate, the doves called out to him”
“Turn and see! Turn and see!
A bloody shoe! How can that be?
The slipper doesn’t fit at all.
Go find your true bride from the ball!”
The prince bent down and examined the slipper. Blood spurted out from it. He realized he had been cheated. He turned the carriage around and returned the false bride to her home.
But the stepmother turned to her younger daughter and said, “Take the slipper. If it doesn’t fit, cut off the front of your toes.”
So the younger sister took the slipper too her room. Her foot was also too big, so she clenched her teeth, cut off a big piece of her toe, and quickly crammed her foot into the shoe. When she emerged from her room, the Prince thought he had at last found his bride. But once again, as his carriage reached the gate, the doves cried out their warning:
“Turn and see! Turn and see!
A bloody shoe! How can that be?
The slipper doesn’t fit at all.
Go find your true bride from the ball!”
The prince looked down, and saw that the girl’s white stockings were dyed red with blood that crept upwards from her foot. He turned the carriage around, brought the girl back to her mother, and said, “This isn’t my true love either. Are there no other daughters in this house?”
“No,” the mother replied. “There is only one nasty cinderwench here. She is sitting down in the ashes, and fine slippers will never fit her.”
Yet still the prince wished to see her. The stepmother refused to call for Aschenputtel until the prince insisted. At last, Aschenputtel was summoned. When she heard that the prince was at her home, she quickly washed her face and hands. As she came into the room, the prince offered her the slipper and said, “Try it on. If it fits, you can become my wife.”
Aschenputtel removed her heavy old shoe from her left foot and put on the golden slipper. It fit as if it were made for her. She bowed to the prince, but he looked her in the face and at last was able to recognize the beautiful princess. “It is you!” he cried. “My true bride!”
The stepmother and her two arrogant daughters turned pale with rage, but the prince led Aschenputtel away and lifted her into the carriage. As they drove through the gate, the doves sang out sweetly:
“Turn and see! Turn and see!
No blood in the shoe will be
The fit is perfect – can’t you tell?
Now there will be wedding bells!”
The original 1812 edition of “Aschenputtel” was changed by the Brothers Grimm for the 1819 edition. What did they change, and why? Should one or the other be considered the “official” version, or neither?
The first edition of Kinder- und Hausmärchen by the Brothers Grimm was intended mainly for adults studying folklore. But over time, families and children became the main buyers of the book. With each edition, the Grimms altered the stories to make them more socially acceptable to 19th century parents, adding morality designed to teach children how to behave. Unlike the recent trend to posthumously censor the work of authors like Dr. Seuss and Roald Dahl, Grimm’s tales were edited by their own authors. So readers can look at the multiple versions of their stories, notice what changed, and decide for themselves which version they prefer.
Accompanying this episode are two audiobooks, in which I perform my translations of the 1812 version and the 1819 version.
Activity: Two Grimm Cinderellas
This activity is best for students aged about twelve and up. Students can explain their answers in a group discussion, a short written response, or an essay.
Compare the 1812 and 1819 versions of “Aschenputtel” by Jakob and Wilhelm Grimm. Write down a list of similarities and differences between the two stories. Then ask students to think about which version they prefer, paying extra attention to the ending of the story, the roles of the father and stepmother, and the punishment given to the stepsisters.
Students can consider questions such as:
- Is it punishment enough to have the sisters watch Aschenputtel drive off with the prince as they stand on the front porch with their bleeding feet, or is it more satisfying to see the wrath of the almighty descend to take away their eyes?
- How does the role of the father change in the two stories? Which version does a better job of showing his failings as a good father?
- Do you think either of the versions should have showed the father and stepmother receiving some kind of punishment, or do you think the stories work well as they are?
- Is it better for a story like “Aschenputtel” to realistically show what happens when people are cruel, with wickedness often going unnoticed, or is the story better for children when it shows good people being rewarded and bad people being punished?
- Should either of these stories be considered the official version? If so, which one and why?
My brother, Kyle Mortensen, died unexpectedly last week at the age of only 37. He was a wonderful storyteller. He had a singular mix of wit, sarcasm, abrasiveness, affection, and insight, and all of these things bubbled together whether he was telling a story or writing one down. Kyle spent years researching the history of the people who lived in Iga province in medieval Japan, and from this grew a meticulously crafted work of historical fiction that he self-published a few years ago with the title Mists of Iga. It was intended to be the first in a series called Sons of Yōkai. I had planned to review this book when the sequel was ready to be published, but as that will now never happen, I would like to offer this small tribute to the writing of a good man, a wonderful husband and father, and a talented writer who should have had many more years to tell his stories to us all.
The themes and characters in Mists of Iga will appeal to teenagers, who will recognize the struggle of having growing skills and knowledge, but lacking the wisdom and experience to be seen as fully adult. The novel also shows the sort of strong, healthy masculine bonds that help boys grow into good men as two older shinobi take on the role of surrogate uncles to the orphaned sons of their friend and mentor. Set amidst the chaos of Japan in 1581 as Oda Nobunaga’s forces swept across the islands in an unstoppable conquest, Mists of Iga is a stirring tale of adventure and friendship told with wit, wry humor, and the unmistakable talent of a writer who will be dearly missed.
Get your copy of Mists of Iga on Amazon. All of the profits will go to Kyle’s wife and three young sons.
You can also donate to the Kyle Mortensen Memorial Scholarship Fund, which will be invested so that his sons can afford a good education one day.
Little Lord Fauntleroy, a charming story about the nicest kid ever, seems an unlikely subject for a landmark lawsuit. But Frances Hodgson Burnett’s tenacious defense of her rights to her own work forever changed copyright law in Britain, making things better for writers to this day.
Episodes of this show are usually about children’s stories themselves, but I thought it would be fun to share the history of what happened when theater producer E.V. Seebohm decided to rip off Little Lord Fauntleroy and put it on the stage in London, even though he had nothing to do with the book’s creation and its author directly refused her permission. At this point in history, authors had no way to stop unauthorized stage adaptations of their stories. Learn about Burnett’s tenacious defense of her rights and the creative legal strategy that helped win her case.
Activity: What is plagiarism?
Plagiarism means to copy someone else’s work and present it as your own. It’s a terrible idea, because when — not if — someone gets caught plagiarizing, irreparable harm can be done to their grades, reputation, and ability to find a job. It can also, as in the case of E.V. Seebohm’s plagiarized stage production of Little Lord Fauntleroy, result in trouble with the law.
Give children a short passage from Little Lord Fauntleroy to read, then help them to do the following:
- Directly quote a sentence from the text, using correct punctuation and indicating the chapter number, title of the book, and the author.
- Paraphrase a few lines from the text without exactly duplicating too many of the words, also indicating the chapter number, title of the book, and the author.
- Plagiarize a sentence from Little Lord Fauntleroy by copying it partly or entirely into a sentence the student has written as the beginning of a new story.
Discuss the differences between direct quotation, paraphrase, and plagiarism with students, and tell them it is always best to ask for help if they aren’t sure if they have quoted or paraphrased a text correctly.
Sources Used in Research for This Episode
Nierman, Judith. (2010). Piracy Inspires “Real” Stage Version
of Children’s Classic. Copyright Notices, March 2010, p. 16. https://www.copyright.gov/history/lore/pdfs/201003%20CLore_March2010.pdf
Rogers, Edward S. (1902). The Law of Dramatic Copyright. Michigan Law Review, 1(2), pp. 102-120. https://www.jstor.org/stable/pdf/1272297.pdf
Please enjoy my performance of “The Nightingale” by Hans Christian Andersen. I’ve done a fairly direct translation of the text from the original Danish. Andersen’s dry wit is difficult to convey, but I hope you get some idea of his writing style, even in another language.
The full text of this story can be found on its page, which is listed among other folk tales that I have recorded.
This audiobook is also available on YouTube:
“The Nightingale” by Hans Christian Andersen tells of an emperor who becomes enthralled with the song of a mechanical bird to the point that he can’t appreciate the song of the genuine article. In the end he comes to realize that human inventions, while impressive, lack the deeper beauty and emotional connection of natural life.
Illustration: “The Nightingale” by Ukrainian artist Georgi Ivanovich Narbut, 1912.
Activity: Reading questions for “The Nightingale”
Before reading “The Nightingale,” ask the following questions to help children prepare for the ideas they will encounter in the story. Children can give their answers in an informal discussion or in short written responses.
- Have you ever felt pressure to say something was cool because all of your friends were saying so?
- What would you do if there was something you really enjoyed, but which suddenly became unfashionable?
- Would you hide the fact that you still liked it, would you stop enjoying it, or would you continue to enjoy it as before?
- How would you deal with your friends when they told you that the thing you liked wasn’t cool anymore?
- If you ignored a good friend for a while, would it be hard for you to admit that you had made a mistake and should have been a better friend?
- Can you think of examples of technology that is pretty amazing, but might not be better than something from real life?
Return to these questions after reading, asking students to connect specific examples from the text to the answers they gave before reading the story.
The works of Roald Dahl are being rewritten by Inclusive Minds at the request of Puffin Books and the Roald Dahl Story Company. Anything deemed offensive by modern-day censors is being deleted or altered, and entirely new writing is being added. In this episode, I explain how modifying Dahl’s writing results in a damaged, adulterated story, as well as give examples of how challenging texts can be adapted for younger writers in a way that is respectful and true to the author’s original work.
I try to keep this show far away from politics and can rarely be compelled to go anywhere near the culture wars, but my conscience wouldn’t let me remain silent while an act of literary vandalism was going on. I’ve included a transcript of this episode here because it’s important to me to be clear about how I feel about censorship and artistic integrity.
Transcript of The Children’s Literature Podcast
Episode 59
“Censoring Roald Dahl”
20 February 2023
This episode of the Children’s Literature Podcast is brought to you by a long, exasperated sigh.
Welcome to the Children’s Literature Podcast. I’m your host, T.Q. Townsend. This episode is called “Censoring Roald Dahl.”
So I had this nice little episode all ready for you about “The Nightingale” by Hans Christian Andersen. It’s a really lovely story about not losing sight of the beauty of nature and the value of personal relationships even if you’re being dazzled by amazing new technology, but I had to put it on hold for a week. I had to stop everything and write this episode about what Puffin Books have chosen to do to the books of Roald Dahl.
I find politics exhausting. I avoid culture war battles like the plague because they are never productive, they never seem to change anyone’s mind, and they tend just to make people think that having a difference of opinion makes it justifiable to hate someone. Living happily in my world of children’s stories, I mostly get to avoid all that. Children’s literature is magical because it is about characters and adventures that are usually blissfully unaware of adult nonsense. I intentionally keep this show G-rated and have, on several occasions, chosen not to do episodes which might have been good for ratings but wouldn’t have been good for my soul.
At the same time, my conscience won’t allow me to let this pass without offering some comments and a plea. Puffin Books has chosen to hire a company called Inclusive Minds to extensively edit the works of Roald Dahl. They have banished words like “fat” and “female” because these are apparently the new F words. The BFG is not allowed to wear a black cloak, and nobody is allowed to turn white with fear. I don’t understand what the problem is with either of these things, but it’s probably something something something . . . racism? In The Witches, an undercover witch is no longer working in a supermarket but is now a top scientist because something something something . . . women in STEM? “Boys and girls” have been expunged in favor of the word “children,” and Oompa Loompas are now gender neutral. I won’t bother listing every change because I don’t need high blood pressure and it would take too long, but there’s plenty of reporting on it now that the story has broken so you can read as much as you can tolerate. Puffin and Inclusive Minds are making the kind of ham-handed, tedious changes that prompt YouTubers to scream about how wokeness is destroying everything, and for blue-haired people on Twitter to start calling everyone bigots. It’s tedious and frustrating and it is no fun to talk about at all.
But we have to, because this cultural moment is out of control and it’s going to affect our children and the integrity of art.
The people who are vandalizing Roald Dahl’s books probably believe that they are doing a good thing that will protect children from harm. Anyone who ever burned a book, censored a piece of art, or put someone on a list of malefactors genuinely believed in the virtue of what they were doing. So you can’t rely on good intentions when it comes to deciding what should and shouldn’t be censored.
It is all too easy to find examples of dogmatic zealots who were guided by the idea that if they didn’t like something, then nobody else should be allowed to like it either. Anyone who disagrees is guilty of impure thoughts and they must be bullied into accepting the new orthodoxy. Book burnings were a regular feature in China during the Cultural Revolution, Germany during the reign of the Nazis, and in Russia during the Soviet Years. Book burning has even happened in western democracies. When Harry Potter books were first published, they were set ablaze by nuts who claimed to be Christians, and today they are burned by nuts who claim to be enlightened.
Puffin books is claiming that the rewriting of Dahl’s books is being done so that they “can continue to be enjoyed by all today.” Except nobody ever stopped enjoying them. Puffin’s statement either implies that people stopped enjoying the books because they have so many naughty ideas in them, which is false, or that people with good morals will want them to be sanitized, which is offensive to readers who think there is value to engaging with complicated stories by complicated people.
When changes are made to books for artistic reasons, that’s editing. When changes are made to books for ideological reasons, that’s censorship and the result is lousy stories. Here’s an example of this artistic adulteration in action. The good people at Inclusive Minds have banished the word “female.” In the novel Matilda, Miss Trunchbull is now no longer a “most formidable female” but a “most formidable woman.” This is a very small change. You might think it doesn’t matter and it oh-so-sensitively expunges a word associated with biology, which is no longer trendy, in favor of a word that is associated with identity politics, which is very trendy. But listen to the difference. “Most formidable female.” “Most formidable woman.” The original, unaltered, alliterative version sounds better. It has a reflexive quality to it. The sounds in “most” and “form” are dominated by the large, strong sounds of the letters O and M. Then the alliterative F sound moves in – “formidable female.” The second version starts off the same way but runs headlong into the word “woman” which has no matching vowel sounds and is slowed down by the sound of the letter W. The first version was better. It has rhythm and moves more quickly. It was an intentional artistic choice made by Roald Dahl. Altering it is like taking a razor blade and putting a single scratch on a beautiful painting. One nick won’t ruin the picture, but when you add up all the tiny mutilations, the overall effect will be catastrophic.
There can be examples of art which have been modified in a way that doesn’t result in vandalism. When Andy Weir’s novel The Martian became an instant smash hit, the author was told by many teachers that they would have loved to recommend the book to their students, but there is just too much bleepity-bleeping swearing in the book. I loved The Martian. It’s a finely crafted survival narrative that incorporates real science in a way that is accessible and gripping. But I agree with the criticism that there’s too much swearing. Some of it’s funny, but it’s also one of the least realistic parts of the book. NASA astronauts are unfailingly professional, and I don’t think they would curse on official communications, even if they were stranded on Mars. But it’s Andy Weir’s book and that’s how he wrote it, and I still really like it despite this minor flaw.
But I also wouldn’t recommend the original version to be read in class because of the swearing. It’s not that I think tender teenage ears can’t handle dirty words – I know what kind of language kids use outside class. Rather it’s that – and listeners who are teachers will be nodding along here – keeping students on task is hard enough without help from a book that gives them an excuse to be potty mouths in class. The original text of The Martian would give that student – you know the kid I mean – just the excuse needed to disrupt class by “faithfully quoting” lines with bad words. So Andy Weir did something really helpful, clever, and profitable. He put out a “young readers” edition that removed all the F-bombs. Some mild language still remains, but that’s not going to destroy fifth period English with rowdy giggling if it’s read out loud. The Martian is a book that can get teenagers stoked about space travel, reading, and even botany. The original author supervised and approved the changes, so the Young Readers Edition of The Martian should get a thumbs up from those of us who care about the integrity of art.
This is quite different from the censorship of people like Thomas Bowdler, who came out with editions of The Family Shakespeare in 1807 and 1818. Bowdler wanted to rewrite the works of the greatest author in the English language so they wouldn’t offend the delicate sensibilities of young ladies with their naughty references to S-E-X. The prudish changes break the poetic flow of some scenes, and they alter Shakespeare’s language for bad reasons. If a play isn’t appropriate for children, don’t read it to children and don’t take them to the theater to see it. Great works of art are worth the wait. Othello isn’t a play that should be seen by kindergarteners, but it will still be there waiting for them when they are seventeen.
This isn’t to say that Shakespeare can’t be adapted or edited down. Some of his plays are really, really, really long. A community theater group may not be able to present all seventeen hours of Hamlet. I’ve seen many Shakespeare productions that were skillfully trimmed down so that they weren’t too long for casual viewers or too difficult for a small theater company to stage. It’s also possible to faithfully condense Shakespeare stories for a young audience in a way that isn’t harmful to the original versions. On the bookshelf in my living room is a spectacular collection of fifteen slim books by Andrew Matthews and Tony Ross and published by Orchard Books. On the cover of each is the name of a Shakespeare play with the subtitle “A Shakespeare Story.” Each play has been retold in prose, remaining true to the story while not tampering with the bard’s iambic pentameter. There’s energetic illustrations on most of the pages, and plot points that are too adult are glossed over or softened to a child-appropriate level. They’re delightful adaptations. They even managed to do a version of Othello. And they’re a great example of how tricky content can be respectfully adapted in a way that honors the author’s original work.
Artists are shaped by their personal, cultural, and historical experiences. An author’s individual voice is special because of the unique path he or she has walked. If that author’s work grates too hard against your moral sensibilities, don’t read it. If you are concerned that the contents of a book might not be good for your children to read, then choose a different book for them to read. But don’t have the gall to think you should be the judge of what other people should be allowed to read.
The literary vandalism being carried out by Puffin Books and Inclusive Minds is a cynical, offensive act. These modifications show that they have no respect for Roald Dahl as an artist and think his writing is defective. Yet as much as they despise Dahl, they aren’t above profiting from his clearly valuable work.
To parents, teachers, librarians, and book lovers, I’d like to make this plea: If you don’t like what Roald Dahl wrote and you aren’t interested in the intellectual struggle required to encounter the complex work of a complex person, don’t read his books and don’t do anything to profit from them. It’s that simple. Please don’t reward literary vandalism by purchasing these adulterated versions, if and when they come out. Even if you agree with the moral positions of those exercising censorship, it’s still censorship. It’s wrong to change an artist’s work, regardless of the intentions behind those changes.
To Puffin Books, the Roald Dahl Story Company, and Inclusive Minds – not that any of you are interested in what I have to say – I will beg: Don’t rewrite Roald Dahl’s work and send the genuine articles down the Memory Hole. You’re just going to create inferior products that will distort readers’ understanding of great stories. You’re going to annoy Dahl’s fans and those who care about artistic integrity with your disrespect. And you will offend readers by implying that they are too stupid or too fragile to engage with challenging texts written by a complicated man so they need your protection.
I find the kind of people involved in this editing process to be puzzling. On one hand, they have the hubris to think they can do better than one of the greatest writers the English language has ever known. But on the other, despite feeling so strongly about the need for stories that appeal to modern audiences, they aren’t courageous enough to write their own stories. I suppose I can understand the people who hire these editors though. They’re in it for the money. They don’t mind if an author’s work is mutilated as long as they can make a quick buck.
I’m going to have to start taking better care of my Roald Dahl paperbacks and perhaps buy some backup copies of older editions. I hope those of you who love this author’s work can do the same. I’m sorry this episode was a bit of a downer. I try to keep this show really positive and use it as a place to share my passion for great books with all of you, but I had to take a moment to defend the integrity of those books or I won’t have anything left to be passionate about.
Censorship is wrong. It was wrong when the Soviets did it. It was wrong when Dr. Bowdler did it. And it’s wrong when “sensitivity experts” do it now, no matter how trendy their politics are. Roald Dahl deserves better, and I hope that parents, teachers, librarians, book lovers, and those who care about the integrity of art will speak up in his defense. Art is our cultural currency, and this editorial adulteration of Roald Dahl’s books is debasing the coinage. I want us to maintain a gold standard.
You’ve been listening to the Children’s Literature Podcast. Please subscribe and give the show a rating. Send comments to letters@childrensliteraturepodcast.com. I’m your host, T.Q. Townsend. Thanks for listening.
Jonathan Emmett is February’s Leicestershire Author of the month! I really enjoyed our interview, in which we talk about his fun childhood spent using tools, his training as an architect, and how he blended his interests in problem-solving, design, and storytelling during his successful career as a children’s author.
Each month this year I will be featuring authors who are from Leicestershire or who live here, as my way of using the show and its growing audience to support writers in my local community. If this interview is any indicator of things to come, I’m going to have a lot of fun over the coming months speaking with really interesting people!
Jonathan grew up in Enderby, a village just on the southwestern outskirts of Leicester City. The librarian in Enderby fortunately had an eye for American authors like Maurice Sendak, P.D. Eastman, and Dr. Seuss, all of whom were a big influence on Jonathan as a child. His parents encouraged him not just to read, but to play with real tools, building and designing things from a young age. As he trained to become an architect, he learned that Computer Aided Design (CAD) programs were really useful in designing pop-up books, something he still does today.
This interview gives a glimpse into an interesting career, with sound advice for prospective authors and fun reflections on the importance of allowing just the slightest bit of danger into childhood.
You can learn more about Jonathan Emmett and the books he’s written at jonathanemmett.com. Follow him on Twitter at JonathanEmmett, Facebook at JonathanEmmettAuthor, and Instagram at jonathanemmett. He also has a YouTube channel and a Pinterest page.
Activity: Make A Pop-Up!
Jonathan Emmett doesn’t just write books — he designs them! His background as an architect helps him come up with clever designs for books that pop up into three dimensional pictures. Check out his page on how to make your own pop-up pages.
Akage no An, the Japanese translation of Anne of Green Gables, has remained wildly popular in Japan for 70 years. But why has a story about a redheaded orphan from Canada’s smallest province become such an essential part of Japanese literature? Hanako Muraoka, the translator who brought this book to her country, published this story at just the right time, when her war-torn nation was eager for a simple story about a girl with realistic struggles, dreams, and relationships.
In the second of two episodes about the impressive life of Hanako Muraoka, learn about how the translation of Anne of Green Gables was finally published and why it became so popular in Japan. Much of this story can only now be known because of the publication of Anne’s Cradle: The Life and Works of Hanako Muraoka, Japanese Translator of Anne of Green Gables. This engaging biography was written by Hanako’s granddaughter Eri Muraoka and has much to teach us about the power of literature to bring people together, even when they come from countries that were once enemies.
Activity: Discussion or Essay Questions for Anne’s Cradle
After reading chapters nine and ten of Anne’s Cradle, consider the following questions. Answers could come in the form of a class discussion, short reflection, or essay.
Chapter 9: Hanako had mixed feelings about her father’s death. Do you feel that he did a good or bad job as a father toward his children?
Chapter 10: Hanako gave her mother a Buddhist funeral, even though she herself was a Christian. What does this say about Hanako’s ability to understand and respect different beliefs?
Hanako Muraoka is a name that is revered in Japan, but this remarkable woman is hardly known outside her home country. That should change with the publication of Anne’s Cradle: The Life and Works of Hanako Muraoka, Japanese Translator of Anne of Green Gables. This biography was written by Hanako’s granddaughter Eri Muraoka, and has been expressively translated into English by Cathy Hirano, who brought the phrase “spark joy” into existence when she translated The Life-Changing Magic of Tidying Up by Marie Kondo. For more information about this book, check out its page over at Nimbus Publishing.
Hanako’s life is well worth discovering. Her life was burdened with many hardships. Born to a poor family, she grew up as a scholarship student in a boarding school with very few chances to see her family. As a devout Christian, she was a member of a stigmatized and mistrusted minority group during dangerous times. She lost loved ones to disease and war, yet always found a way to regain her faith in friendships and the power of books to bring people together. Her hard work led her to an impressive career as a teacher, writer, editor, translator, publisher, and radio host during a time when few women were permitted to be employed at all.
Just before the outbreak of World War II, a Canadian colleague presented Hanako with a parting gift before she fled the country to return home. It was a much-loved copy of Anne of Green Gables by Lucy Maud Montgomery, which Hanako promised to translate into English. She kept the book secret during the war, hiding a work by a “foreign enemy” that could have gotten her into quite a lot of trouble. By the end of the war, this beautiful tale had been translated into eloquent, expressive Japanese.
This episode covers Hanako’s life until the end of World War II. In the next episode, I’ll conclude her tale, revealing how Anne of Green Gables became one of the most popular books in modern Japan.
In this episode I mentioned this heartwarming video made by the Embassy of Japan in Canada, where Eri Muraoka speaks a little about her grandmother and the reasons she worked so hard to translate Anne of Green Gables.
Activity: Discussion or Essay Questions for Anne’s Cradle
After reading the first eight chapters of Anne’s Cradle, consider the following questions. Answers could come in the form of a class discussion, short reflection, or essay.
Chapter 1: Hanako’s father was a very unconventional man. In what ways did this positively and negatively affect his abilities as a father?
Chapter 2: Hanako’s family was relatively poor and low status. When she arrived at her new boarding school she was suddenly surrounded by classmates who came from wealthy, even noble backgrounds. She had to learn not only to speak English but a higher-status style of Japanese. How would it have felt as a girl of only ten to suddenly experience such a change?
Chapter 3: In what ways did Hanako’s education and upbringing leave her well prepared to understand Anne of Green Gables when she eventually encountered the book?
Chapter 4: Hanako’s friend Asako Hirooka says, “I want you to use your education not just to raise your own status but to raise the status of every woman in Japan.” Hirooka’s goal was to gain full human rights for women, along with the ability to vote. Why would she have felt that high status women could not have helped her cause by remaining focused on their own achievements? Can holding up the achievements of a few exceptional women serve as a distraction from broader issues affecting women as a class of people?
Chapter 5: Keizo Muraoka remained in a difficult position, still legally married to a wife he had not seen in three years but concerned about his religious prohibition on divorce. Was it fair to Keizo and Hanako to have referred to their early attraction as an “illicit affair”? Should they have felt so much guilt about their relationship? The text remains silent as to the first wife’s wishes or opinion regarding the divorce. Is it possible to imagine what opinions she might have held?
Chapter 6: Much of Hanako’s career success came from her ability to spot gaps in existing markets and find niches for herself to work in. How did she leverage business, personal, and community connections to find roles she was uniquely suited to fill?
Chapter 7: When Hanako is offered a job as a radio host, she turns to her husband Keizo for advice. How does their conversation demonstrate that they had a very effective partnership?
Chapter 8: For nine years, Hanako was a major radio star, famous across the nation for her children’s news program. During World War II, rather than read out government propaganda, Hanako quit her job. Would you have been able to not only turn away from a great career, but put yourself at risk by showing that you did not support a totalitarian government?
“Cenerentola” by Giambattista Basile is the first Cinderella story recorded in Europe. It is not as famous as its descendants as written down by Charles Perrault and the Brothers Grimm, but it’s worth discovering because this Cinderella has the guts to speak up for herself, and her friendship with the fairies of the island of Sardinia help her to show the king her true worth.
The audio and text of this story is available at childrensliteraturepodcast.com/folk-tales/cenerentola/.
Activity: Where is Sardinia?
Before reading “Cenerentola,” look at a map of the Mediterranean region. Identify the island of Sardinia and its location relative to the Italian peninsula. Find a map that shows the political boundaries of nations in this part of the world during the 1600’s. Students should note that Italy was not a unified nation at this point in history, but rather a complicated patchwork of states divided between many different rulers.
After reading “Cenerentola,” discuss why it would have made sense for Cenerentola’s father to travel to Sardinia. Its position makes it easy to reach from many nations, which would make it easier for leaders of these lands to maintain friendly relations and make agreements about trade and travel. This would make it a good location for trade, which was why the father knew he would be able to find beautiful things for his stepdaughters there.
Depending on the age and interest of the student, further research could be conducted on Sardinia’s geographical traits as well as its importance to politics and trade during the Renaissance.
Activity: Punishment or Forgiveness?
400 years ago in Renaissance Italy, kings and queens would have had a lot of power. It would have been possible for them to give any sort of reward or punishment. In “Cenerentola,” a prince badly mistreats his daughter. Later, the young king marries her. As the new queen, Zezolla would have had the power to do whatever she liked to her father, stepmother, and stepsisters, all of whom mistreated her.
After reading “Cenerentola” with your kids, ask one or more of the following questions. Answers may come through a discussion, as a short written response, or in an essay.
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- If you were Queen Zezolla, would you consider punishing your wicked family members? Would you consider any punishment for them? Anything would be possible; banishment from court, loss of lands or titles, fines, imprisonment, banishment from the land, or even death. - Would you consider forgiving your rotten relatives? Would it be foolish to be too forgiving, or would it show nobility? - What actions, if any, could Zezolla’s family members take to make up for how they have behaved? - Do you think Queen Zezolla’s subjects would approve of her punishing or forgiving her cruel family members?
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This week I am joined by co-host Chloë Townsend. Adaptations of beloved stories don’t always go well, but that’s not the case with Matilda: The Musical or the recent film adaptation! After a chaotic holiday season, my daughter and I finally managed to go to the movies, and here’s our thoughts on this thoroughly delightful film, which is based on Roald Dahl’s final novel.
You can watch Matilda: The Musical with your kids and then talk about how adaptations will always be slightly different from the source material. As long as the original story is treated with respect and changes are made with care, that’s ok! Here are our notes from watching the film. You can make similar notes using the printable form in the activity below.
What things were in the novel but missing from the film?
Matilda’s brother Michael has been written out. There were also many scenes which describe Matilda sitting quietly and reading, but it makes sense to remove them because watching someone sit and read is not very good for a stage show or movie.
What things were missing from the novel but added to the film?
The story about the Escapologists was added, as well as Matilda’s even stronger telepathic abilities. In the book, Miss Trunchbull runs out of the school after Matilda uses her mind to trick her into thinking that the ghost of Magnus is writing with chalk. In the film, Matilda uses her powers to create a physical representation of Magnus using chains, and then braids Miss Trunchbull’s hair before tossing her out of the school. These additions take advantage of the special effects available to filmmakers and make the scene more visually dramatic for viewers. They are big additions, but they are in keeping with the spirit of the original scene.
What things were in the novel but changed a little bit in the film?
Mr. Wormwood’s hair is not bleached but rather turns green. Green would show up better and look more comical onstage, and the bright color also worked well on film. Also, in the book he cuts up his hat after it is glued to his head. In the film, he keeps the hat on until Matilda releases it. This is as slight difference from the book, but it gives Matilda a nice chance to show forgiveness toward her father at the end of the story.
What actor most closely matched the character from the book?
Emma Thompson as Miss Trunchbull. The makeup team deserves a lot of praise as they were able to give her false teeth and many face prosthetics, but they looked completely natural and didn’t create a rubbery appearance. Despite not being a broadway singer, Thompson gave an excellent vocal performance, which was helped along by the fact that the role is well suited to speaking and shouting many lines from songs. It was also interesting to see this actor in a role as a large, loud, ugly buly, as she often plays characters that are good, quiet, and even timid.
Andrea Riseborough should also be mentioned in her role as Mrs. Wormwood. It would be very easy for this character to be uninteresting or even unlikeable, but she played the part for laughs very well.
Which actor least matched the character from the book?
Lashana Lynch, but only physically. The actor was able to portray Miss Honey’s emotions and personality quite well, but she was less of a physical match for the character as described in the book. Lynch is quite tall and is extremely athletic. She is very physically strong and usually plays characters like super heroes, soldiers, and spies. An important contrast in the book is between Miss Trunchbull’s large and strong body and Miss Honey’s thin, frail one. For many years, Miss Trunchbull made sure that Miss Honey stayed weak, even to the point of making sure Miss Honey never had enough to eat. A very important moment for Matilda in the book is when she realizes that Miss Honey only eats one meal a day as a result of her aunt’s cruelty and controlling behavior. It would not be possible for Miss Honey to look so healthy or strong, as this would require plenty of nutritious food to eat and a regular exercise routine. However, this difference isn’t a fatal flaw to the musical, just a noticeable difference.
What moment from the book was best interpreted in the film version?
The song “Naughty” really portrays Matilda’s spirit. She refuses to allow the adults in her life to mistreat her, and so she decides to “change her story” by using the tools she has to get away from their control. Roald Dahl would likely have approved of this song, as a major theme of Matilda is the idea that bullies should not be obeyed simply because they happen to be in charge.
Activity: Examine an Adaptation
After reading Matilda by Roald Dahl, watch the film version of Matilda: The Musical. Use this worksheet to note changes to the story as well as choices made by the film’s production team. Use the worksheet to start a discussion or prompt an essay about how effectively the novel was adapted into a musical and then into a film, and what decisions helped or hindered the artistic efforts of the filmmakers.
The Midnight Panther is a lovely book by Poonam Mistry, an author local to where I live in Leicestershire in England. Her images are inspired by her Indian roots, drawing on Hinduism and Indian textiles and interpreting them with a modern abstract sensibility. Many people assume that illustrated books are just for little ones, but this is one story that has quite a lot to offer to older children.
Like so many pre-teens and teenagers, the Panther in this tale feels badly about himself because he doesn’t look like the Tiger, Lion, or Leopard, who seem more glamorous. Panther tries to superficially imitate the other cats in the rainforest, but Nature itself tells him three times that he doesn’t need to pretend to be someone he isn’t. At last, Panther realizes that he is lovely in his natural form, and that it’s best to embrace himself for who he is rather than to hate himself for who he isn’t.
This story has a lot to offer pre-teens and teenagers who are bombarded by superficial and unsatisfying images they find online, showing airbrushed people living airbrushed lives. Attempts to disguise the true self or to imitate someone else will never provide long term happiness. True satisfaction comes from accepting your natural self, and then making the most of who you are.
Learn more about Poonam Mistry and her beautiful artwork at poonam-mistry.com.
I have not been paid to endorse this book; I chose it for the podcast because I really think it’s something special and would like to support a new author who lives in my area. You can purchase a copy of The Midnight Panther at one of these links:
Amazon.co.uk
Amazon.com
Blackwell’s
W.H. Smith
Waterstone’s
Activity: Accepting Yourself for Who You Are
After reading The Midnight Panther, encourage students to have a conversation about how each of us needs to accept and even love ourselves for who we are rather than trying to superficially modify our appearances to imitate someone we could never be. Where appropriate, discuss the ways that social media and online communities attempt to convince children that their natural selves are not good enough and need to be altered. Be sure to discuss the fact that it’s normal to experiment with fashion and fads, as this is part of finding a personal sense of style. But it’s very important that these choices are used to express one’s true self, not disguise it.
Bedtime stories aren’t strictly considered literature, but they are a very important part of childhood and unfortunately are one of the least documented types of stories for children.
But what are the traits of an effective bedtime story? I can only rely on personal experience here, but to me, bedtime stories should have the following traits:
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- The story must make enough of an impression for the child to want to hear it over and over again - The story should usually feature the child who is listening to the story as the protagonist - The plot should feature a repetitive pattern - The story should be calming and predictable - The resolution of the story should be familiar and comforting
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As an example of an effective bedtime story, I have written down “The Butterfly Story,” which I made up over time to tell to one of my children. You can try telling this story to your kids, but be sure to change the name of the protagonist as well as the person who receives the flowers to whatever suits your audience best.
Activity: Record a Family Bedtime Story
Bedtime stories are a very important part of early childhood, yet the stories parents make up for children are rarely recorded or shared. Think about your childhood or do some research with older family members to learn more about the history of stories told within your family, then record the story. Consider questions such as:
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- When was the story made up? - Who made it up? - How did the story change over time? - Which children heard the story and how old were they when they liked to hear it? - Has the story been shared with more than one generation?
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Family stories, once preserved, can then be shared.
Matilda was Roald Dahl’s last major work, being published just two years before the author’s death. At the end of his life, Dahl left behind a powerful, funny, bonkers story about a little girl who outsmarts not only her useless parents but also the cruel and abusive headmistress at her school. But Matilda is so … Continue reading "48 – Matilda’s Library"
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Esperanza Rising by Pam Muñoz Ryan is about a girl who learns to keep her hope after losing her old life in Mexico and starting a new one in the Central Valley of California at the height of the Great Depression. It’s also about crocheting. A lot of crocheting! Esperanza learns a lesson valuable to … Continue reading "47 – Crochet in Esperanza Rising"
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Watership Down by Richard Adams is great for teenagers, but it’s quite long and has dark and violent themes, making it inappropriate for younger children. However, set within the larger story of rabbits journeying to establish a new home, there are five folktales which can be read separately. Some are funny, and some are sad, … Continue reading "46 – The Mythology of Watership Down"
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The Aesop Fable “Androcles” is about the value of friendship and kindness. It’s also a critique of the cruel way many people treat one another. It’s less known today, but it’s been a very important story for nearly two thousand years, inspiring many works of art by musicians, sculptors, painters, dancers, and playwrights all over … Continue reading "45 – Androcles"
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Aesop wrote over 700 fables . . . or did he? This ancient Greek writer’s work is at the foundation of literature, but who was he? Did he even exist? There are many different versions of his biography, because Aesop is one of those figures who comes from the blurry edges of the past where … Continue reading "44 – Who was Aesop?"
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Audio versions of children’s books can be a great way to keep up on “reading” when you don’t have time to sit down with a book. I listen to lots of audiobooks and prefer to hear authors reading their own work. However, voice actors can also give amazing performances, bringing characters to life in a … Continue reading "43 – Best Audiobook Performances"
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Some children’s books are overrated. Here are a few titles that I hereby give you permission to remove from their pedestals. Activity: I Just Didn’t Like It Have students write a reflection about a book that they tried to read and just didn’t enjoy. Whether the book was chosen by the student, received as a … Continue reading "42 – Overrated Children’s Books"
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Let’s discuss a terrific, radiant, humble book. Some book, really. Charlotte’s Web by E.B. White. This book was first published in 1952, and tells the improbable yet heartwarming tale of a friendship between a pig and a spider. Pre-reading Activity: Writing About Friends For anyone who can write letters Materials needed: Construction paper or cardstock … Continue reading "41 – Charlotte’s Web"
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Mrs. Frisby and the Rats of NIMH is a story about a heroic single mom who will risk everything to keep her kids safe . . . and a bunch of supergenius lab rats. Activity – Imagining an Animal Civilization In this activity, students may work alone or in small groups. Give students the following … Continue reading "40 – Mrs. Frisby and the Rats of NIMH"
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In 1953, it was not popular to speak out against segregation, racism, and treating others badly because they are part of an out-of-favor group. But Dr. Seuss did just that in The Sneetches. In this year, Senator Joseph McCarthy was at the height of his powers and Arthur Miller was attempting to speak against him … Continue reading "39 – The Sneetches"
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This is the last of a three part series on the songs in The Hobbit by J.R.R. Tolkien, covering the Hobbit, Human, and Goblin songs in the book. Tolkien wrote many wonderful lyrics in his books, but left behind no official melodies. However, it’s possible to examine the text to get an idea of the … Continue reading "38 – Hobbit, Human, and Goblin Songs in The Hobbit"
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Dwarven songs in The Hobbit by J.R.R. Tolkien feature 4/4 time signatures, rich instrumentation, and deep male voices singing in harmony. Although Tolkien never wrote any music for his song lyrics, it’s possible to imagine possible melodies based on his descriptions of the music. Unlike the happy, lilting jigs and waltzes of the Elves, Dwarven … Continue reading "37 – Dwarven Songs in The Hobbit"
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The Hobbit by J.R.R. Tolkien has the lyrics for many songs, but no official melodies. What might these songs sound like if we follow clues in the text? In the first of three episodes about the music in The Hobbit, we explore the rhythmic structure, instrumentation, and performance style of the book’s five elven songs. … Continue reading "Elven Music in The Hobbit"
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The Monster at the End of this Book starring your furry old pal Grover is the best illustrated children’s book. Ever. This book doesn’t just break the fourth wall — it completely ignores it. Readers become part of the show by having total control over not just the book itself, but also Grover’s fate. Activity: … Continue reading "The Monster at the End of the Best Book Ever"
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“The Crow and the Pitcher” by Aesop doesn’t just have a wholesome moral that teaches children to solve problems with resilence and creative thinking. This fable also teaches about the concept of displacement in physics! There’s also a fun video I’ve made to go with this episode at my YouTube channel, starring myself, my daughter, … Continue reading "Ethics and Physics in “The Crow and the Pitcher”"
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In this episode Rodney Dimbleby, Chair of the Yorkshire Dialect Society, helps to examine three passages from The Secret Garden, which show how Martha, Ben Weatherstaff, and Dickon all use the Yorkshire Dialect. Mr. Dimbleby identified areas where the text could benefit from clarifications to help readers produce a more authentic sound when reading aloud. … Continue reading "Is the Yorkshire Speech in The Secret Garden Accurate?"
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As a summer holiday treat, here is an audio-only version of my story Rune Dances, which is about having the confidence to try new things, even if that means making mistakes sometimes. I thought an audio track might come in handy for bedtime, short car rides, or other times when staring at a screen wasn’t … Continue reading "Audiobook: Rune Dances"
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The characters in Shakespeare’s comedy Much Ado About Nothing — and the social drama they create — will be very familiar to high schoolers. The young people in this story bicker, gossip, rush to judgment, send friends to handle tricky conversations for them, and fail to consider the reliability of information before repeating it. The … Continue reading "Much Ado About Teen Drama"
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“Ye Xian” is a story first published over 1,000 years ago, but it follows the familiar pattern of Cinderella stories from all over the world. People often mistakenly think that Cinderella stories are just about pretty dresses, going to parties, and depending on a man instead of taking care of yourself. But what these stories … Continue reading "A Cinderella Story from Ancient China"
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Generations of French children have grown up reading and memorizing the Fables of Jean de La Fontaine, and these stories have had a huge impact on the French language. You can’t really be fluent in any language unless you know certain stories, songs, and figures of speech, most of which are learned in childhood. Native … Continue reading "A French Lesson with The Fables of La Fontaine"
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Louis the Swan from The Trumpet of the Swan by E.B. White is a character whose disability (he can’t speak) is just part of his life instead of what defines it. It can seem very tricky for a writer to portray a character with a disability in a way that is empathetic but not patronizing, … Continue reading "Disability in The Trumpet of the Swan"
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The Trumpet of the Swan is an extremely musical book, though it’s not until about halfway through that the soundtrack kicks in. Every song or composer mentioned in the story is real, and this provides subtle encouragement to young readers to go and discover great music. There’s one exception: a melody written by E.B. White … Continue reading "The Music of The Trumpet of the Swan"
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Since school is nearly out here in Britain and already out in many other places, I thought I might make some suggestions for a fun movie night with the kids during the summer holidays. I’ve chosen my top five favorite adaptations of a children’s book into a film or TV series to share with you. … Continue reading "Top Five Children’s Book Adaptations"
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Scott O’Dell researched and wrote Island of the Blue Dolphins in the late 1950’s and published the book in 1960. The feminist and environmentalist themes in the book, while quite uncontroversial today, were incredibly groundbreaking for their time, being published a few years before books such as Silent Spring or The Feminine Mystique. The fact … Continue reading "Island of the Blue Dolphins: Feminism and Environmentalism"
This episode covers the themes of survival and forgiveness in Island of the Blue Dolphins by Scott O’Dell. Although these themes are timeless, it also helps to consider them in the context of the Cold War, which was rising to frightening prominence in the years during which O’Dell researched and wrote this book. As a … Continue reading "Island of the Blue Dolphins: Survival and Forgiveness"
This is the first of two episodes about the Newbery Award winning novel Island of the Blue Dolphins by Scott O’Dell. This book is a work of speculative historical fiction that imagines what the life of the Lone Woman of San Nicolas might have been like. It is not and never could have been a … Continue reading "Island of the Blue Dolphins: Lost but not Forgotten"
School’s out this week, so this episode is more on the fun side. Students twelve and up are often introduced to an ancient legend such as The Epic of Gilgamesh, The Odyssey, or Beowulf. But the ancient language style of these stories and the extinct cultures they depict can sometimes seem alien to students. Ironically, … Continue reading "Halo: Modern Mythology"
Death in children’s literature is a heavy topic, and it’s one that teachers understandably often steer clear of. But don’t give up on the subject entirely. If your students are up for it, deaths in literature can be a chance for really good discussion if you handle the subject with pragmatism and sensitivity. In this … Continue reading "Tricky Topics in Children’s Literature: Death"
This is the second in a three part series on tricky topics in children’s literature. Before people knew what germs were and developed sanitation to control them and medicine to fight them, disease was a constant concern. Today people hardly know about diseases like scarlet fever or cholera but they used to be alarmingly common, … Continue reading "Tricky Topics in Children’s Literature: Disease"
This is the first of three episodes about three tricky topics in Children’s Literature – alcohol, disease, and death. I’m not doing this to be edgy – I feel that these are important subjects and parents and teachers need a plan for when they come up. And they do, especially in books from more than … Continue reading "Tricky Topics in Children’s Literature: Alcohol"
This is the last of five episodes taking a look at the use of dialect in the children’s novels of Frances Hodgson Burnett. In The Secret Garden, Frances Hodgson Burnett wanted to create a world where the characters return to their roots, literally and metaphorically, so the best way to express that was to find … Continue reading "Speaking Yorkshire in the Secret Garden"
This is a bonus episode of the Children’s Literature Podcast, inspired by a challenge from listener Pedro, who wrote in to say “In the Cinderella show you said Rocky is a Cinderella story. I don’t buy it. Change my mind.” A few months ago in my episode called “What is a Cinderella Story” I gave … Continue reading "Rocky: A Cinderella Story"
This is the fourth in a five-part series about the use of dialect in the children’s novels written by Frances Hodgson Burnett. I was lucky to get some great comments from listener Kate Duncan for this episode. You can follow her on Instagram at nurseryrhymeville. The Secret Garden contrasts two families – the upper class, … Continue reading "Code Switching in the Secret Garden"
I’m very much enjoying my vacation back home in Southern California. Next week I’ll be back with my conclusion to the four part series on the children’s novels of Frances Hodgson Burnett. For now, please enjoy this sneak peek from my upcoming collection, Stories About Tiger, the Best Dog in the World. This story is … Continue reading "Audiobook: Tiger Gives the Babies a Bath"
I’m on vacation with my family in Los Angeles over the school holidays for Easter, so you’ll have to wait for the dramatic conclusion to my series on Frances Hodgson Burnett. I wanted to have something to share with you during the break, though, so here is a sneak preview of some original stories I’ve … Continue reading "Audiobook: Tiger Takes Me for a Walk"
This is the third of a five part series looking at the use of dialect in the three children’s novels written by Frances Hodgson Burnett. A Little Princess tells the story of Sara Crewe, who begins as a wealthy child at a fancy London boarding school. She loses her fortune and spends two years as … Continue reading "Speaking Like A Little Princess"
In Little Lord Fauntleroy, characters speak with many different kinds of voices. Characters are as lowly as a homeless shoeshine boy or as high and mighty as a British Earl with a seat in the House of Lords, but social status and speaking style aren’t what dictates a character’s morality. The most virtuous and most … Continue reading "Speaking English with Little Lord Fauntleroy"
Frances Hodgson Burnett was a woman who was knocked down many times in life, but this dual citizen combined her titanium British backbone with her American can-do attitude and made herself the most famous woman in the world. Her status can only be compared to that of J.K. Rowling, and her literary creations were just … Continue reading "Dialect in the Works of Frances Hodgson Burnett"
The Ukrainian folktale of “The Crow and The Snake” is not one that’s well known in the West. Very little information exists about it in English, and I’ve had trouble discovering anything about its origins or publication history. But it has turned out to be a remarkably poignant story in light of the current war … Continue reading "A Ukrainian Folktale Turned Modern Parable"
This audio version of “The Crow and The Snake” pairs with the episode “A Ukrainian Folktale Turned Modern Parable.” It can be freely used by parents, teachers, and other educators for non-profit purposes.
I don’t have a great degree of familiarity with the folklore of Eastern Europe, but recent events have led me to look for stories from Ukraine as a way to learn more about the culture of a nation that is fighting for its survival. Unfortunately I can find very little English-language scholarship on Ukrainian folklore. If any listeners have tips for me about reliable sources for research, please send a message to letters@childrensliteraturepodcast.com.
“Ricky the Racer” is a tale that has been in TQ Townsend’s family for four generations. It was written by her grandfather, E. Harlow Mortensen, and originally had the title “Dick and the Racetrack.” It’s been modified and added to over the years, so what is presented here is an expanded retelling. A few details have been changed from the original, but it’s mainly the same story that was first told almost 70 years ago.
https://www.childrensliteraturepodcast.com/episodes/008RickytheRacer.mp3 The folk history of this tale:
This story was first made up in the mid-1950’s. The cars in the original version of the story were Volkswagen Bugs. Dick was the driver of a blue bug, and to the best of my memory the other bugs were green, red, and white. I believe the sounds the cars made were “ZEEEEEEE,” “BWAAAAAA,” and “BUH-BUH-BUH-BUH.” But it’s hard to remember exactly because it’s been so long.
I have changed the name of the main character from Dick to Ricky because, in the years after this story was first written, this nickname has acquired a vulgar connotation and I don’t want my kids to accidentally get in trouble for innocently saying a word that will get them in trouble at school. Also, when my oldest daughter heard this story she wanted to hear about a female protagonist, so when I tell it to her, Ricky becomes Ricki and she saves Lucky the Puppy.
Everyone has heard of the Brothers Grimm but usually the only fact people know about these men is that they were the authors of a book of fairy tales. And even this is only partly true. Jacob and Wilhelm Grimm collected folk tales, and then they edited them into Kinder- und Hausmärchen, or Children’s and Household Tales, which became the heart of the fairy tale canon.
The Brothers Grimm were dedicated to preserving folklore at a time when war, economic change, and the loss of large, multigenerational families were destroying folk traditions. It would be nice to say that dictators with imperial ambitions no longer posed a threat to the unique cultures of smaller neighbors, but unfortunately the plight of Jacob and Wilhelm Grimm is alarmingly relevant given the present-day war in Ukraine.
Activity: Collect and Preserve Folktales
Within your family, school, or community, have children think of sources for local legends and stories. Are there famous local sites? Notable citizens from the past? Family bedtime stories or songs? Have children record these bits of folklore. Then, decide who will edit and arrange the works. Consider which items have most value to preserving the folk memories of your family and community. Once the stories are assembled, share them in a way that gives free access to as many people as possible and encourages others to make new creative works based on this folklore.
I have written down and recorded a folktale from my own family. It’s called “Ricky the Racer” and was made up by my grandfather back in the 1950’s. This story has now been in my family for four generations as I am now telling it to my own children. You can listen to “Ricky the Racer” and learn the folk history of this tale here.
Little Women is loaded with rich details about food and meals, which helps to build a picture of a real, living world. Recreating recipes from books gives readers the chance to touch, smell, and taste the same things as the characters, making the experience of reading more fun and memorable. In this follow-up episode to my discussion of Amy March getting busted for having pickled limes with her at school, learn how to make your own pickled limes at home as well as find out what went wrong with Meg’s currant jam when she tries and catastrophically fails to make some for the first time.
Activity: Make Pickled Limes at Home
It’s easy and fun to make your own pickled limes! They are a tasty low-calorie, low-sugar treat that can be served to kids when you read Chapter 7 of Little Women. To make a very basic recipe, mix a little less than one teaspoon of salt into each cup of water. Wash some limes and slice them into eight wedges. Thoroughly clean some mason jars or another airtight glass container. Put the limes into the jars and completely cover with salt water, leaving very little space at the top. Close up the jar and put it in the refrigerator for two or three weeks. When you eat the limes, remove them from the salt water.
For more information, check out The Joy of Pickling by Linda Ziedrich. You can also look up many other 19th century recipes for pickled limes, with variations that include vinegar, spices, chiles, or sugar.
Activity: Try Foods from a Story
Make reading with children more memorable by looking for opportunities to prepare and eat foods that are part of the plot. This can bring stories to life in a very memorable way and help children try dishes they may have never heard of. Here are just a few examples of memorable moments involving food that you can try at home or, if possible, in class:
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- Give children a piece of Turkish Delight to eat when the White Witch gives some to Edmund in Chapter Four of The Lion, The Witch, and The Wardrobe
- Eat grapes, figs, onions, plums, papayas, guavas, cantaloupes, almonds, potatoes, avocados, asparagus, and peaches to match the title of each chapter of Esperanza Rising
- Make and eat some tomato sandwiches together after reading about them in Harriet the Spy
- Use food coloring to make green eggs and ham to eat while reading Green Eggs and Ham
- Sip raspberry cordial while reading about Anne and Diana’s disastrous tea party in Chapter Sixteen of Anne of Green Gables
- Eat some marmalade while reading Chapter One of A Bear Called Paddington
- Prepare a chocolate bar with a Golden Ticket inside and give it to a child to open as Charlie Bucket finds his Golden Ticket in Chapter Eleven of Willy Wonka and the Chocolate Factory
- Make pumpkin pasties, butterbeer, treacle tarts, roast dinners, and any number of other foods to eat while reading the Harry Potter series
In film adaptations of Little Women, Amy March is often unfairly depicted as a bratty, selfish, shallow girl who only cares about status and money. The real Amy March — the one on the page — is actually a very impressive girl who displays great thoughtfulness from an early age. During her worst day at school ever, Amy shows courage and dignity in the face of very cruel treatment from her classmates and teacher, and she isn’t too proud to reflect on her own mistakes and learn from them. In this episode, hear about how Amy March’s failed attempt to buy popularity with pickled limes turns into a chance for her to improve her character while readers consider the difficulties faced by children who don’t have the money to keep up with the latest trends at school. This close reading of Chapter 7 of Little Women is inspired by the work of Dr. Octavia Cox.
Here’s a printable coloring page showing Amy March with her parcel of limes that kids can color:
Featured Artist: Sumochi
I stumbled across the music of Sumochi, a composer from Osaka, Japan, and I feel lucky to have discovered her! She has an album out called Home Time. It’s pleasant instrumental music that makes my kids mellow out and play nicely on their own. You can find Home Time on most major streaming services.
Activity: Journal Entries by Characters in Little Women
Have students read Chapter Seven of Little Women by Louisa May Alcott. The text can be found for free at Project Gutenberg:
Little Women: Chapter Seven
Tell students to imagine that they are one of the following characters: Amy, Meg, Mr. Phillips, Jenny Snow, one of the other girls in the class, or Marmee. The students should imagine that they sit down to write in their journals about what happened during the day described in Chapter Seven. They should consider the following questions:
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- How do you feel about what happened with Amy and the limes?
- Who is wrong and right in this situation?
- Does the character regret any of his or her behavior?
- Is the character angry or worried or ashamed about anything that happened that day?
Remind students that this writing should show bias because it is written from the point of view of the character. The character’s opinions, not their own, should be what is in the journal entry.
After the journal entries are written, have students share them with one another. Lead a discussion about what each character did right or wrong, and encourage speculation about how the incident could have been handled better or even prevented. Students may wish to give examples of trends they have followed and whether or not these trends were used to encourage bad behavior. Conclude with how Amy gained wisdom and maturity by deciding to learn from her mistakes and improve herself.
You don’t need a degree in child development to learn the traits of a good baby book. In this episode, learn a bit about how babies’ brains are different from ours. Pat the Bunny and Goodnight Moon were both first published in the 1940’s, yet they remain beloved baby books today because they are able to meaningfully communicate with little ones. Find out the traits of a book that will be fun to read with your little one over . . . and over . . . and over . . . and over . . . and over . . . and over again.
Activity: Observe How a Baby Reads Books
Usually, the activities suggested here are for children. But this time, the activity is for adults (or possibly children who can take it seriously.)
Get a few books together for an infant or toddler. The books should follow the criteria discussed in the episode: having no complex characters and a very simple plot, if any at all. Illustrations should be simple and have clean lines with high contrast colors.
Allow the baby to direct the reading completely. Offer a book and begin reading. If the child loses interest in the book, offer a different one. If the child wishes to go back to a previous page or skip ahead to another page, follow along without interfering. Pay attention to which book the child spends the most time with. Are there particular pages that draw the most attention, or actions encouraged by the book that spark the most enthusiasm? Which book gets the most repeat readings? Which words or actions from the book, if does the child repeat after hearing you say them?
This activity can be done formally by collecting data on the number of times a baby looks at a given page or repeats a certain activity and then reporting on results, or informally through observation and discussion.
In this bonus episode, listen to an original story by TQ Townsend and Chloë Townsend. Adding to the Cinderella tradition, this tale takes you to the Old West, where a gal named Cindy has to outfox her nasty stepsisters Maybelle and Azeline and her rotten stepma, Madame Lurleen. With gumption and help from loyal friends, Cindy finds her way to a fancy shindig and finds the courage to stand up for herself, her farm, and her family.
Cindy Feller: An Old West Fairy Tale is a production of The Children’s Literature Podcast. Story by TQ Townsend and Chloë Townsend. Performed and produced by TQ Townsend. Copyright 2022. All Rights Reserved.
This audiobook may be used free of charge by teachers and parents in non-profit educational settings. Commercial use is prohibited without permission.
Cinderella stories are the oldest in the world, and are found in every culture. In the first episode in a series, learn about the basic structure of Cinderella stores, why they are mostly about young women, and how to write your own Cinderella story.
Activity: Write Your Own Cinderella Story
In this activity, students will write their own Cinderella story. Students should first read or listen to “Cendrillon” as told by Charles Perrault, as this is the most commonly known version of the Cinderella story today. Links to text and audio of the stories is below:
“Cendrillon” by Charles Perrault (Abridged)
“Cendrillon, or the Little Glass Slipper” by Charles Perrault (Full Version)
If there is time, have students also study the version by the Brothers Grimm:
“Aschenputtel” as collected by the Brothers Grimm (Abridged)
“Aschenputtel” as collected by the Brothers Grimm (Full Version)
After reading or hearing the story, ask students to outline the major plot points of a Cinderella story. This can be done as a class, in small groups, or individually, and should roughly include the following:
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- Cinderella is socially, economically, and physically trapped
- The cruel Stepmother is the main antagonist who uses her power to abuse Cinderella, and she encourages the Stepsisters to also be cruel to her
- A special event offers Cinderella one chance to be noticed and appreciated, but it seems unlikely that she will be able to make it
- A Fairy Godmother gives Cinderella the help she needs to get to the event, although the transformation is only temporary
- Now that Cinderella is able to be part of society, her good qualities impress everyone, including the most important person there
- Cinderella must flee the event to avoid being discovered, but leaves behind a clue as to her identity
- The important person seeks out Cinderella using the clue and finds her
- Cinderella is rescued and will now live a safe and happy life away from her abusers
- The stepmother and stepsisters are punished or forgiven
Stories do not need to exactly follow this pattern, and there can be many interpretations of what counts as an “Evil Stepmother,” “Ugly Stepsister,” or “Fairy Godmother.” Stories can be magical or realistic in nature, and the “Prince” character does not automatically have to be a romantic partner for Cinderella.
Provide each student a copy of the following worksheet, which will help in planning a new Cinderella-type story:
PDF: Cinderella Story Worksheet
Students can work alone, in small groups, or as a large group to outline with a new twist on Cinderella. Encourage students to consider an unusual historical or fictional setting, such as science fiction or a location in the world far away in time and place from medieval Europe. Some students may wish to set their story within the world of a novel or a video game that they like, using characters that they are already familiar with.
After planning stories using the worksheet, students can then write their Cinderella story. Stories can be shared with fellow students and then collected into a volume, to be placed in a family or school library.
Hatchet by Gary Paulsen is a survival story, but it’s also a tale about a boy just starting to become more grown-up. In this episode, learn about how Brian Robeson has all of his physical and psychological certainties taken away from him, but he emerges stronger than ever after learning to survive on his own. Consider the health impacts of Brian’s diet during his forty-seven days alone in the Canadian wilderness and how he rapidly matures in the way he views his parents’ divorce.
Activity: How would you survive?
Have each student write a story about being in a survival situation all alone. The narrative must include:
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- Arriving at a remote location
- A description of the location, including plants, animals, and climate
- What resources or tools are immediately available
- What resources or tools can be found or made
- Methods of getting food, shelter, and protection from nature
- What dangers would be encountered
- What efforts would be made to escape or be rescued
- A guess at the chances of survival in the short and long term
The narrative can be a short response or a longer work of art or creative writing. Students should share their work and discuss whether their story is plausible or fanciful.
Activity: What vitamins do you need to survive?
This activity is designed to help students understand why the human body needs vitamins. Students will fill out a chart that lists vitamins, their function, and the food sources which provide these vitamins. Parents and teachers can decide how much detail to go into based on student understanding and ability. It may be better for younger students to only research a few vitamins, whereas older students can go into greater depth. Students should do as much research on their own as possible.
Begin the activity by defining of a vitamin:
A vitamin is a nutrient that a living thing needs in order to function properly. Vitamins can almost never be made by the organism itself, so they must be obtained through its diet.
Next, provide students with a copy of this chart and instruct them to fill it out after performing research about which parts of the human body are affected by vitamins and which foods are rich in these vitamins. Answers will vary, as vitamins have many different functions in the body and they are found in many different food sources. After this activity students should be able to explain various sources of vitamins, how those vitamins support proper functioning of the body, and why it is important to eat a varied diet to obtain proper nutrition.
Advanced students can also write a research essay answering the following prompt:
In Hatchet, Brian spends fifty-four days eating only choke cherries, raspberries, hazelnuts, fish, grouse, and rabbit. What vitamins would he have been able to obtain from this diet? Which would have been missing? What would be the long-term effects of a diet with these vitamin deficiencies?