​​Now, scroll down to the bottom ​to find an animal tale on view. With each refresh of the screen a new animal tale is displayed. It may be a fable from Aesop or one of the Just So Stories by Rudyard Kipling. It might be one of the richly illustrated tales from ​Beatrix Potter that are more appreciated by older children. A ​Brer Rabbit tale from Uncle Remus ​will appear from time to time, complete with a sound option so that as you listen to the story you can begin to make sense of the dialect in which the tales are recounted. A few of the folk tales illustrated and retold by Frederick Richardson that comprise the whole of the tales in the Kindergarten Read Aloud Banquet also show up occasionally. ​​Keep an eye out for my favorites in this collection, A Roundabout Turn by Robert Charles and The Bojabi Tree by Edith Rickert, ​that are sure to tickle the funny bone!

About the author

Louise Erdrich is a modern day author whose work tends to focus on indigenous people, as well as the interactions between indigenous and non-indigenous communities. A Poetry Foundation biography for Erdrich notes that “As the daughter of a Chippewa Indian mother and a German-American father, Erdrich explores Native-American themes in her works, with major characters representing both sides of her heritage.” Although she also writes about the present day, a good portion of her work – like The Birchbark House series – is set during the era of westward expansion.

In all of her books, but in this series in particular, Louise Erdrich melds the Anishinaabe, or Ojibwe, language with the English language in her writing. Characters’ speech and thoughts are largely written in English, with many Ojibwe words and phrases woven in. Often the meaning of those words and phrases is evident from their context, but each book is accompanied by a thorough index of all the phrases and individual words used throughout the text. Despite the fact that I frequently found myself flipping to the back of the book to look up new words, I loved this blending of languages and the dimension it added to the narrative.

Reading this series was the first time that I had read any of Louise Erdrich’s children’s literature, and I was curious to see how it compared to the novels she has written for older readers. I found that I prefer the novels she has written for adults, but I greatly enjoyed this series, too. In all her works, Louise Erdrich is a vibrant storyteller, and an absolutely exquisite writer. Her writing is humorous, poignant, and just brimming full of life.  I really cannot recommend her adult fiction highly enough! The first book of hers I ever read was Love Medicine, and after that I was hooked. The Justice trilogy books (The Plague of Doves, The Roundhouse, and LaRose) would also be wonderful books for older readers to begin with.

About Omakayas and her family

Omakayas’ relationships with her family are one of the absolute best parts of these books.

Sadly, Omakayas’ own parents died of smallpox when she was still a baby, so a woman named Yellow Kettle, and a man whom Omakayas calls Deydey (meaning father) raise her as their own child. Yellow Kettle and Deydey treat Omakayas no differently than their other children, and for the first years of her life, Omakayas is unaware that they are not her birth parents and that her sister and two brothers are not her siblings by birth.

Other members of the family include Omakayas’ elegant older sister, Angeline, whom Omakayas longs to please, and a younger brother called Little Pinch who is the bane of her existence. In the first book, Omakayas also has a brand new baby brother who is still too small to be given a proper name, but whom she calls Chickadee. Two other vital members of her family are her grandmother, Nokomis, who lives with them, and Old Tallow, an older woman who lives in a home of her own and who is known in the village as a fierce hunter. Many of the village children are afraid of her, but she seems to be strangely fond of Omakayas. Later we learn that this is due to the fact that she was the brave person who rescued Omakayas from the island where her entire village had died of smallpox. Old Tallow acts as a second grandmother to Omakayas, and as a protector to her entire family.

Throughout all the books of this series, I particularly appreciated how Omakayas’ relationships with her siblings were presented. Her older sister is sometimes dismissive of her, sometimes generous, and Omakayas is always uncertain of how her sister will treat her, although she longs to be like her. Her little brother on the other hand is selfish, rude, and in Omakayas’ opinion, useless. In the early chapters of the first book, it’s hard to imagine Little Pinch and Omakayas ever getting along. But the relationships between Omakayas and both her two siblings develop tremendously over the series, which is moving to witness. Through shared experiences and suffering, the three are brought closer together and deep shifts occur in their relationships, as well as within their own characters.

Communal living and intergenerational relationships

As much as anything else, these books are about family, and about community as an extension of the family.

Omakayas’ immediate family lives in a birchbark house, but her extended family members all live close by, as does Old Tallow. Intergenerational relationships are emphasized throughout the series, with Nokomis serving as a vital force within her family and the broader community. The same may also be said of Old Tallow. The villagers all live, travel, and work together in groups in order to serve the community as a whole, and they frequently share resources and labor with one another.

In reading this series, I was struck by the expansive nature of many of these relationships. Although Omakayas’ own parents died when she was very young, her adopted parents treat her precisely as they do their own children. The family also takes in other children on more than one occasion, and treats them with that same care and compassion. Omakayas’ sister, Angeline, is not able to give birth to children of her own after surviving smallpox, but she nevertheless serves as a mother within the community. Even Omakayas takes her cousin’s daughter as her own, when it becomes clear in the later books that Two Strike is not meant to be a mother. In this world, parent is a verb, not a noun, and the role of guardian or caretaker is one that many characters gladly step into for strangers and for extended family members alike.

Within this community, children also act as necessary contributors. They are expected to perform daily chores and help their parents with arduous tasks. Omakayas, for instance, helps to scrape animal skins free of flesh, prepare food for each day as well as for the winter, and set traps for rabbits. These tasks are vital, and directly serve both their families and communities; any negligence could have serious consequences.

Living in unity with nature

By necessity, Omakayas and her village live in harmony with nature and in accordance with the seasons. They have different camps and food caches for different times of the year, and their activities are very much determined by their surroundings and the weather. But more than this, she and her family members have deep-seated respect and gratitude for the natural world, all of which they view as endowed with spirit. They certainly hunt, but never to excess, and they use each part of the animal’s body so that nothing is wasted. Without fail, they also express their thanks for all that the animal, and that nature itself, has given them.

Throughout the series, the family also goes through a sequence of unlikely pets, each of which stays with them for a time and then returns to its own kind. Omakayas has a beloved crow, Andeg, who speaks and even helps the entire family, Little Pinch befriends a porcupine who gives him a new name, and years later, Omakayas’ sons even adopt a buffalo calf for a brief period of time.

Even though much of their time is dedicated to ensuring their survival, and animals are a means to that end, the children still treat animals as their friends and playmates whenever possible.

A tradition of healing

It becomes clear to her family that Omakayas, even at her young age, has unusual gifts, both of healing and of prescience. She is able to understand the language of plants and many animals. And from a mix of her intuition and careful observation of Nokomis, she is instinctively able to treat and heal injuries without direction from others, which she does on more than one occasion. Omakayas is also able to save her own father’s life through a vision she has of him while he is traveling, and she works in tandem with her grandmother, who is also a healer, to save all of her other family members when another smallpox outbreak reaches their village.

Once her gifts become evident, Nokomis takes her granddaughter under her wing and slowly begins to teach her all that she knows about healing and about medicine. The special bond between the two is strengthened, and Nokomis helps guide Omakayas well into her adulthood.

A brief disclaimer

To be completely honest, I had a fairly difficult time getting into The Birchbark House, despite having read and loved numerous books by Louise Erdrich in the past. It took me several attempts to get past the first 50 or so pages, and I tried reading it to myself, as well as listening to it as an audiobook.

However, I was very glad that I kept going. While the first two books are good, I felt that the series really becomes outstanding around the third book and continues in that same vein through the final book, Makoons. Perhaps this is due to the age of the characters. As the series progresses, the characters grow older and become more fully developed as they are forced to grapple with more complex and nuanced situations. The first two books also very much set the stage for events that occur in the later books. It’s possible, too, that I just wasn’t as focused as I should have been at the beginning. Whatever the reason, I wanted to share that experience and to advise any readers who might struggle to get into the narrative to keep going!

Share your experience!

What about you all? Have you read The Birchbark House books, or any of Louise Erdrich’s other novels or stories, and if so, what did you think?

Please also let us know what questions you have about these books in the comments below! We will do our best to answer them in the next post.

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For today’s post we wanted to highlight a small subset of stories that we ​have made available through Yesterday’s Classics. There are four titles in all, each is an adventure tale, and each either features a dog for its protagonist or centers around dogs in some other way.

Why read dog adventure stories?

The four stories highlighted in this post all feature courageous dogs (and their equally courageous masters), and are intended for middle-school aged readers and up.

I don’t believe it’s any coincidence that this sort of book is so popular with that particular age demographic. To me, these stories serve as a natural bridge for middle-aged readers between the countless children’s books that feature animals (the Among the People series, the Burgess Bedtime Story-Books, the Beatrix Potter books, etc.), and full-length novels. 

Each book or short story in this quartet will feel familiar to youthful readers, reminding them of earlier stories they read and loved, but each book also contains more mature themes such as the necessity of courage, the fight for survival under dire circumstances, the fight against evil, etc. With the one exception of Adrift on an Ice-Pan, each dog featured in these stories is endowed with his own unique character and lovable quirks, and all are masterfully written.

Readers who own dogs will easily understand the adoration the dogs’ masters feel for them, and readers without dogs will relish the opportunity to read about the exploits of such wonderful creatures!

“The Call of the Wild” by Jack London

Despite n​ot having read it until my early adulthood, The Call of the Wild is an all-time favorite of mine.

Its hero is Buck, who leads the luxurious life of a lap dog for the first years of his life, although I suspect his size was prohibitive to any actual lap sitting, as he is half St. Bernard and half Scottish Shepherd (a.k.a. Collie). Born and raised in sunny California, he is eventually stolen and sold for use as a sled dog. In Alaska, Buck must learn to survive the forces of the arctic, including defending himself against other dogs and even against many men. Throughout these trials, Buck begins to hear the “call of the wild” and something primordial starts to awaken inside of him.

Both on his way to the Klondike region and upon arriving, Buck goes through a series of several owners, until he finds his match in the courageous John Thornton. The two are very much equals, and even become indebted to one another when each in turn saves the other’s life. But whether even John Thornton can prevent Buck from heeding the “call of the wild” is another matter entirely.

I still have never read any of Jack London’s other books, but can highly recommend this one! It’s great for middle schoolers, and lends itself well to discussion, too. I read it with four classes of seventh graders, and was delighted to observe how much the students enjoyed it each year. The female students loved it just as much, if not more than, the males!

“Lad, A Dog” by Alfred Terhune

When I first read Lad, A Dog I was struck by how similar its opening setting is to that of The Call of the Wild. Although different breeds of dogs and born on opposite sides of the country, Lad leads the life that Buck might have enjoyed, had he not been sold into captivity.

Lad is a beautiful male collie who enjoys a privileged status at The Place, where he lives in the main house alongside his master and beloved mistress. Moreover, Lad has a mate, Lady, whom he adores, but who often behaves carelessly toward him.

Lad’s most salient characteristics are his loyalty and obedience toward his master and mistress. He understands them perfectly, and is only ever disobedient when he must protect someone who does not know himself to be in danger. But when occasion requires it, he becomes fiercely protective of his home and loved ones.

The book, the longest of all four titles mentioned here, is written in an episodic fashion, and focuses on Lad as a hero of his family. Among the vignettes recounted are stories of Lad defending his home against intruders, saving his mistress’s life, becoming a father, and competing in dog shows – much to his own displeasure.  As a house-dog, the challenges that Lad does encounter are not so much those of the wildness of nature, but of evil within men. I would say it’s a great read for children or families who wholeheartedly adore dogs, and enjoy reading about them. The themes and events of this book aren’t nearly as complex as those of the other three, but it will nevertheless be a lighthearted and enjoyable read for many. Perhaps even a good counterweight to the other three stories! And if your family appreciates this first book about Lad, there are two sequels to enjoy: Lad of Sunnybank and Further Adventures of Lad.

“Adrift on an Ice-Pan” by Wilfred Thomason Grenfell

Of all these stories, Adrift on an Ice Pan is the one that focuses most on man’s experience, rather than on the experience of his animals. In this true account, Sir Wilfred Grenfell remembers the time when he became stranded on an ice-pan with his team of dogs in St. Anthony, Newfoundland on, of all days, Easter Sunday.

Dr. Grenfell had been sent to Newfoundland as a medical missionary from England, and in this story, finds himself required to travel 60 miles over the ice to treat a young child suffering from a serious bone disease. During his journey he becomes separated from his companions, and the ice sheet beneath him and his komatik, or dog sled, begins to break up.

The majority of the story focuses on his struggle to survive, and on his thought processes throughout the endeavor. Unfortunately, Dr. Grenfell is forced to sacrifice 3 of his beloved team of dogs in order to survive the bitter cold of night, but the rest survive the trial with him. Because of this, parents or teachers will probably find it a good idea to read the story in advance of reading it with their children or students! I didn’t find it any more gruesome than certain elements or scenes of The Call of the Wild, but just wanted to warn more sensitive readers (and dog lovers).

As one might expect, faith plays a major part in this story. As a missionary, Dr. Grenfell was a man of deep faith and that faith is evident throughout his trials. The conviction he bears throughout his time on the ice-pan is remarkable: he does not seem to feel fear or doubt that good will come, whether that good be his ultimate rescue, or going to meet his Maker. In fact, his refrain throughout the entire journey is “Thy will, not mine, O Lord.”

Again, this book isn’t so much of a “dog” book as the other three, but it is an inspiring tale, nevertheless!

“Stickeen: The Story of a Dog” by John Muir

Like Adrift on an Ice Pan, Stickeen is a true story, this time of John Muir’s experience with a “small and worthless” black dog named Stickeen. Despite his unimpressive physique, however, Stickeen proves himself to have a remarkable character, and he and John Muir soon establish a strong sense of kinship.

The two first meet on an exploration voyage of southeastern Alaska, and in the main event of this short story, sneak off early in the morning to explore a glacier without the rest of their company. Unfortunately, though, they are caught in a blizzard and must somehow find their way back to camp without falling into any crevasses. Under the circumstances, this proves to be a seemingly impossible task, for Muir and Stickeen alike.

As Muir recounts their difficult journey back, he focuses in particular on Stickeen’s character, and on his reluctance to cross an especially treacherous ice bridge in order to make it back to camp. Muir does not want to leave Stickeen, but Stickeen seems to refuse to follow Muir. Ultimately, the perils they face together cause the two to become the best of friends, and very nearly inseparable for the remainder of the trip.

This is another short story set in a remote and snowy land, but in many ways much lighter than Adrift on an Ice Pan, and accordingly, appropriate to read with slightly younger children.

The Takeaway

​Among these four books, there is something for everyone!

The short story Adrift on an Ice Pan focuses most heavily on a man’s near encounter with death and the faith he demonstrates in his responses. The Call of the Wild, on the other hand, is set in similarly dire circumstances, but written from the perspective of the formidable sled dog, Buck, and is also in novel form. Stickeen, another short story, is again written from the perspective of a man, but focuses heavily on his dog’s character and experiences, too. Lastly, Lad is the most lighthearted and episodic of the four titles and is wonderful for family reading.

Each of these books would be appropriate for a middle-aged reader to tackle independently, but all also make for excellent read-alouds. We especially recommend this type of book because it makes for great transition material between the many children’s books that feature animals and full-length novels!

Share Your Experience!

Do you have a favorite dog book or short story that we didn’t include here? Please let us know in the comments below! 

​​Reading came easily to two of my three children, with little effort on my part. I do remember a game I played for a short while with my oldest. I made a series of cards with short sight words written on them. I arranged them in a circle at the kitchen table and placed an M&M on each. Nate rolled a die, moved his piece around the circle and if he could read the word on the card, he got to eat the M&M! He missed so rarely there was no need to continue.

​Daniel's story

With Daniel, though, it was different. By the time he was entering second grade at the age of eight, he still couldn't read. I was concerned, but even more, I was puzzled. I had read countless picture books with them all, recited hundreds of nursery rhymes, and sung songs night after night. Moreover, all three had attended the same company-sponsored Montessori day care throughout their preschool years, where they had access to all sorts of phonics and word-building activities.

I don't know what early reading books were offered to Nate and Rebecca there, but for Daniel it was the Bob Books, and he found them insufferable. As he volunteered to me yesterday, recalling his experience two decades before, "The Bob Books are to the intellect what sawdust is to the stomach. While you can consume them, you probably shouldn't." If that was all there was for him to read, he wasn't interested.

So I made it my mission to find an early reader that would engage his interest. I looked long and hard, and I still remember the excitement I felt when I discovered a copy of Reading-Literature: The Primer at Reader's Corner on Hillsborough St. in Raleigh, NC. Turning to the first story, "The Little Red Hen," I noticed an engaging illustration of a hen with four short lines of text beneath. That looked like it might capture his interest without appearing too daunting!

I introduced him to the first story that very evening, saying that we would read a page or two every night until we finished it. The ground rules were simple: anytime he encountered a word he didn't recognize, he could tap me lightly on the shoulder and I would supply it. With so much repetition in the text, he learned some words quickly, ten taps typically being all he needed to cement a word in his mind. By the time we got to the 11-sentence summary of the story on page 10, he pretty much knew all the words. Boy, was that a confidence booster!

Over the course of the next month or two, we slowly made our way through the other eight stories in the book, until we finally reached the end. The next night, I told him we were going to read the whole book again. He groaned that he couldn't possibly read it again, it was so hard the first time! Yet once he started reading, he was amazed at how much easier it was! He breezed through one story a night in the second go-round, and was ready and eager to launch into the First Reader on completing it.

His progress through the First Reader, though it was considerably longer, seemed much less laborious. After completing the book, we reread it, as we had done with the Primer, but this time with no protests on his part. Moving on to the Second Reader, we read the first couple of stories, then Daniel turned to me and said, "Mom, we don't need to do this any more. I can read it myself!" And he could!

Appealing aspects of Reading-Literature Readers

Captivating illustrations

​Frederick Richardson has a real knack for creating illustrations that appeal to children. His animals and people all have distinct personalities, drawn with a touch of humor.

Illustrations that support the text

Illustrations are a critical component of these readers. In representing the actions described in the text, they provide clues to the reader as to what to expect, making it easier for him to make sense of the text. When a squirrel is pictured, the child is primed to decipher the word squirrel when he encounters it on the page.

Page layout appropriate to reading level

Illustrations abound in the early readers, with an illustration on nearly every page. There are fewer illustrations in the later readers when the support for meaning provided by illustrations becomes less necessary. The font size is appropriately large in the Primer, and decreases gradually thereafter. Number of words per page increases significantly through the series, as does the number of pages in the book. In all volumes, though, the text and illustrations are arranged pleasingly on the page.

Stories and poems that match interests of age

Beginning with simple folk tales, progressing through fables, fairy tales, mythology, and wonder tales, and coming at last to hero tales and legends, the stories and poems for these volumes are exceedingly well-chosen to match the interests of children at each particular age.

​A course in the best literature

According to the authors, the purpose and plan of the Reading-Literature Readers is to train children in reading and appreciating literature through the reading of the best literature. By encountering top notch literature in their reading course, children experience the joy of reading the best in the language, while forming their taste for all subsequent reading.

Reading-Literature: The ​Series

​The Reading-Literature Readers consist of ​seven volumes prepared by Harriette Taylor Treadwell and Margaret Free: The Primer, The First Reader, The Second Reader, The Third Reader, The Fourth Reader, The Fifth Reader, and The Sixth Reader. Two additional volumes, The Seventh Reader and The Eighth Reader, compiled by Thomas H. Briggs ​in a way different ​from the Free and Treadwell readers, are  not included in this discussion.

For each of the Free and Treadwell volumes, we offer below an introduction to the title from the ​book's Preface, followed by its Table of Contents, and then our thoughts about it.

Reading-Literature: The Primer

​"Experience proves that all children are interested in and enjoy the simple folk tales, which are the literary products of many minds, and which have survived the centuries because they represent universal human experiences and satisfy certain common needs of childhood. Through countless repetitions, from one generation to another, they have assumed a form marked by simplicity and literary charm. 

​The Primer contains nine of the best folk tales, true to the original, and yet written in such a simple style that children can begin reading the real story during the first week in school."

​​Many of these stories ​will be familiar to your child, but some may be brand new. All of them have lots of repetition which ​makes it easier for the young reader to proceed with the reading. Whether it is a cumulative tale like The Gingerbread Boy, in which a little bit is added to the story in every scene, or ​one like the Three Billy Goats Gruff where the setting is the same, but the characters are different, your child will find much to ​​enjoy in every story.

Reading-Literature: The ​First Reader

"The ​First Reader contains thirteen similar stories, of gradually increasing difficulty, and thirty-three of the best rhymes and jingles suitable for young children. This book, together with The Primer, constitutes a course in literature, twenty-two stories and thirty-three child poems, as well adapted to first-grade children as are the selections for 'college entrance requirements' to high-school students."

​Of the folk tales in The First Reader, some will likely be old friends and others will be ​unfamiliar. ​On the whole, these stories are longer and more involved than the selections in The Primer. Many are humorous, which is sure to delight your young reader. This volume includes a stellar collection of poems and rhymes, some of which your child may commit to memory with little or no effort.

Reading-Literature: The ​Second Reader

"The Second Reader introduces fables and fairy stories and continues folk tales and simple poems. The material is organized: a group of fables, several groups of folk and fairy stories, a group of Mother Goose, of Rossetti, of Stevenson, and so on; so that the child may get a body, not a mere bit, of one kind of material before passing to another. Thus from the first he is trained to associate related literature and to organize what he reads. 

"In each of the First and Second Readers one story is put into dramatic form to encourage presentation as a play. Some of the other stories are quite as dramatic in character, and can be dramatized by the pupils with very little help from the teacher. Pupils always enjoy this work, and there is no better way of securing feeling and freedom in oral expression."

The Second Reader ​may awaken your child to the ​wonders awaiting him in the reading realm. ​This is a good time to start stocking his personal library, ​beginning with Milo Winter's Aesop's Fables​, and then adding a couple of books of fairy tales. For Norse fairy tales, ​we recommend Thorne-Thomsen's East o' the Sun and West o' the Moon​ and for Grimm's fairy tales we ​are partial to Wanda Gag's Tales from Grimm. If your child appreciates the story of Peter Pan in this volume, you may want to read aloud to him the full story by J. M. Barrie.

Reading-Literature: The ​Third Reader

"The transition to ​The Third Reader will be found easy and to accord with the normal interests of the children. In prose the folk and fairy story is retained, but is merged into the wonder tale, which becomes a dominant note, while the fable gives place to more extended and more modern animal stories. The poetry begins with the group from Stevenson, whom the children have already learned to enjoy. Then follow selections from Lydia Maria Child, Lucy Larcom, Eugene Field, and a score of others dealing mainly with children's interests in animals and other forms of nature."

​The Third Reader introduces ​some classic children's books with several of its selections. You may want to check your local library for full length editions of ​Lewis Carroll's Alice in Wonderland, Anna Sewell's Black Beauty, and Charles Kingsley's The Water Babies. These are probably better suited for reading aloud at this point unless your child is an exceptional reader.

Reading-Literature: The ​Fourth Reader

"The Fourth Reader has been made essentially the book of myths and legends, because it is believed that these stories represent the next step in the development of the child's interests in literature. In this year's work the child studies eighteen of the best myths and legends, including some from Greek, Norse, German, Austrian, and American sources.

"The poetry is selected with the same care as in the earlier books, with special reference to the child's feeling for rhythm, love of animated nature, and enjoyment of fun."

​The Norse myths in The Fourth Reader are adapted from Hamilton Wright Mabie's Norse Stories from the Eddas, while the Greek myths have their source in Nathaniel Hawthorne's A Wonder ​Book and Tanglewood Tales. ​The adventures of Theseus come from Charles Kingsley's The Heroes.  Your child may want to read these very fine collections of myths in their entirety!

I am struck by what a marvelous exposure to poetry the child will have who reads this volume, poems to fit every mood.

Reading-Literature: The Fifth Reader

"The Fifth Reader has been made essentially the book of hero-legends, the type of literature of especial interest to children at this stage of development. While all of these stories are adaptations from longer versions, they are complete units, and are long enough to train children in habits of sustained interest and attention. 

"In part the poetry has been selected to reinforce the prose, but always with special reference to the child's feeling for rhythm, love of animated nature, and enjoyment of fun."

​As Katherine Cather asserts in her Educating by Story-Telling, "The national epics are splendid sources of story material for children in the heroic period." The Fifth Reader ​​offers an engaging introduction to seven heroes from various traditions. Two have their source in Ancient Greece, namely Jason and Theseus, and one from the Mahabharata of Ancient India. Four derive from the Middle Ages in Europe and the British Isles: Sigurd (also known as Siegfried) from Germany, Cuchulain (spelled phonetically in this volume as Coohoolin) from Ireland, and Beowulf and Robin Hood from Britain. For more about the importance of reading hero tales, refer to our post "Why Read Robin Hood."

As with earlier volumes, these selections may whet the student's appetite for fu​rther reading. Here are some titles we recommend for fuller accounts of these heroes: Stories of Sigfried Told to the Children by Mary Macgregor, The Story of Siegfried by James Baldwin, The Odyssey for Boys and Girls by Alfred J. Church, Stories of Beowulf Told to the Children by H. E. Marshall, and Stories of Robin Hood Told to the Children, also by H. E. Marshall.

Reading-Literature: The ​Sixth Reader

"The ​​Sixth Reader ​continues with hero-legends, the type of literature of especial interest to children at this stage of development. With the hero-tales are interspersed some of the best humorous stories that have established themselves in literature. While all of these stories are adaptations from longer versions, they are complete units, and are long enough to train children in habits of sustained interest and attention. In part the poetry has been selected to reinforce the prose, but always with special reference to the child's feeling for rhythm, love of animated nature, and enjoyment of fun."

​In The Sixth Reader, we have seven more hero stories, well-suited to this age because they demand a little more maturity on the part of the reader than the hero stories in The Fifth Reader. Again, we have three from ancient traditions: Siddartha from ancient India, the Iliad from Ancient Greece, and hero tales from the Hebrew Bible. From the Middle Ages come the stories of King Arthur of Britain, Roland of France, and The Cid ​of Spain. Also included in this volume are two heroes from works of fiction set in the Middle Ages: Sir Walter Scott's Ivanhoe and Cervantes' Don Quixote. The child who has progressed through both The Fifth Reader and The Sixth Reader will have a solid f​amiliarity with heroes from the epic tradition.

If you child is eager to ​read more about these heroes, consider adding some of these titles to his personal library: The Iliad for Boys and Girls by Alfred J. Church, Stories of Don Quixote Written Anew for Children by James Baldwin, Stories of Roland Told to the Children by H. E. Marshall, and The Story of Roland by James Baldwin.

​The takeaway

​After reviewing the Table of Contents ​for all seven of the readers, I am struck by what a well-rounded course of literature this is! Prose progressing from the simplest folk tales to fairy tales full of twists and turns, with wonder stories as well as myths and legends introduced at just the right age, and concluding with ​over a dozen hero tales to inspire the child approaching adolescence. Each selection is like a pebble cast into a pool, with ever widening circles beckoning onward.

Similarly with poetry. Mother Goose comes first, followed by Christina Rossetti over two years and Stevenson spanning three. Next come Longfellow and Tennyson along with a strong cohort of other poets contributing poetry in a variety of genres. Humorous and lyrical poetry abound, with ballads and narrative poetry added in the upper years.

The titles in this series are a fine choice to use as readers through the sixth grade. But beyond that, they would also serve well as family read alouds, as independent reading, and for an older child to read to a younger.

Share your experience

​​Have you used any of The Reading-Literature Readers with your family? What has been your experience? Please share in the comments!

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Two weekends ago, I attended a presentation by Nicole Williams of A Delectable Education and Sabbath Mood Homeschool that was titled “Science: A Vast and Joyous Realm.” In her talk, Nicole addressed taking a Charlotte Mason based approach to teaching science, with particular emphasis on nature study. Toward the end of the presentation, one audience member asked Nicole a striking question: “Why do you promote older science books when they contain information that is sometimes wrong?”

I was very nearly on the edge of my seat waiting to hear Nicole’s answer, as many of the older science books that she recommends are in fact Yesterday’s Classics publications. And although Nicole addressed the question with grace and concision, I haven’t been able to stop thinking about it or about the many different reasons to read “outdated” science books.

Accordingly, today’s post is our response to that challenging and thought-provoking question.

Reading living books

First and foremost, the science books we republish at Yesterday’s Classics are considered living books, meaning that they are narrative accounts that awaken the mind of the reader and bring the topic to life for him. These books are intended to instruct, but also to engage the reader and to arouse their curiosity. A living book should encourage readers to seek out more information on a topic, not extinguish all interest.  We want a living book to be one of the first books that a student reads on that particular subject, and by no means the last. Ideally, a living book animates both the topic and the reader, and spurs the reader on to further independent and sustained inquiry. Although there is no strict date range to determine a living book, we find that most living science books were published before 1970.​

Another major benefit of choosing this sort of book is that the reader is given the chance to participate in the process of discovery along side of the author. When facts are presented as such, it is much easier to passively accept them than when they are developed in a more narrative fashion. In the latter modality, the reader is encouraged to develop his own capacities for discovery and reasoning.

Modeling scientific inquiry

A further reason we recommend living books is that the authors of these books typically provide excellent examples to their readers of how to think, not merely what to think. An exposition of how an author has arrived at a conclusion, or simply a narrative statement of their thoughtful observations can help readers better understand the reasoning process. It is particularly important for younger scientists and readers to see each observation and logical inference laid out in succession so that they are given a model for the step-wise process of scientific reasoning. We also find that living books tend to emphasize the observation process, which is another critical skill to model for students of all ages.

Living books, including the science books we republish at Yesterday’s Classics, show readers how accessible scientific inquiry is. Inquiry is not a process that can only occur in a laboratory setting; it is a means of moving through the world, a heightened awareness of – and curiosity toward – our surroundings and the mechanisms by which they operate.

Cultivating intellectual resiliency 

Furthermore, as the scientific community continues to pursue difficult questions and continues to engage in research, ideas that have long been accepted as truth will be overturned. And it’s important for young scientists and students to understand that these changes are a natural – and even exciting – part of the trajectory of scientific discovery. Human understanding of scientific phenomena has changed significantly since the beginning of recorded history, and will continue to change as new discoveries are made. However, such discoveries do not necessarily render older findings useless, as those prior beliefs were often a necessary precursor to subsequent ones.

It’s vital for scientists to look at those invalidated beliefs and the observations that disproved them. Understanding the transitions from older beliefs to newer ones is the process of science, and is also the place, in my opinion, where the greatest educational efforts should be placed. It is examining this process that best teaches students how to think critically. Original texts and living science books serve as particularly invaluable resources in this regard.

In keeping with the idea of looking at paradigmatic transitions, it’s also important to impart intellectual resiliency to students, particularly in the sciences. If one element of a theory is overturned, in most cases a student’s system of understanding will still remain more or less intact. So what should a scientist (or any human being) do when their previous beliefs were invalidated? Is it best to put the matter out of mind entirely, and do one’s best to forget about the error? Or should we take this opportunity as a gift and reexamine our previous mistakes? Looking at mistakes is one of the most fertile opportunities for instruction and for growth. It also encourages intellectual resiliency, which we believe, is just as vital a skill for young people to develop as emotional resiliency, especially for those who are interested in the sciences!

Other reasons to read older science books

Share your experience

What do you think about reading older or “outdated” science books or articles with your children or students? What aspects of those experiences have been beneficial or frustrating? Please let us know in a comment below!

“Roll of Thunder, Hear My Cry”

Roll of Thunder, Hear My Cry is Mildred Taylor’s Newbery-winning introduction to Cassie Logan and her family. Cassie lives in a multi-generational home with her older brother, Stacy, and two younger brothers, Christopher and Little Man, Mary and David (her mother and father), and Big Ma on the acreage that Paul-Edward bought years earlier in The Land. Mary is a school-teacher, and teaches at the same school where her children are students, while David farms the homestead and also works on the railroad in Louisiana during a portion of the year.

The book opens with an account of “night men” and references to three black men being burned at the hands of some of their own neighbors. It is clear from this point onward that there is significant racial unrest in the community, and David quickly returns home from the railroad with a friend, Mr. Morrison, who remains behind on the land in order to protect the family in David's absence.

Mary and David are adamant that their children not visit places in town where they would interact with the men (and sort of men) who were responsible for the burnings, most notably the Wallace store. T.J. Avery, Stacy’s best friend, however, feels no such compunction himself and begins spending an increasing amount of time both at the Wallace store and with the Simms brothers who are notoriously cruel and disrespectful toward black people. Stacy watches as his friend T.J. follows a sharp downward trajectory, which culminates in T.J.'s arrest and some very serious accusations levied against him. In the meantime, however, the Logans have organized a boycott of the Wallace store among the African-American community, which leads to serious trouble for their family in more ways than one.

Among the most powerful scenes in this book are Cassie and Little Man’s personal encounters with serious racial injustice and their struggle to accept the lesser treatment that is so often meted out to them. Jeremy Simms is another notable figure in this book, and a character who is quietly impactful throughout the series.

Roll of Thunder, Hear My Cry is best suited for readers ages 10 and up, and makes for an excellent family or classroom read-aloud.

“Let the Circle Be Unbroken”

In Let the Circle Be Unbroken, T.J. must face the consequences of his ill-advised associations with the Simms brothers. Here we see T.J. standing trial, with Mr. Wade Jamison (whom careful readers will also remember from The Land) as his defense attorney. After T.J.’s trial is finished, Stacy steals away from his family in the dead of night to look for work outside of town. The children’s father, David, has been traveling for work in order to meet their expenses, and Stacy is determined to contribute to the family, as well, but knows his parents will not approve of his working on a plantation or in a camp instead of being in school. The family and Mr. Jamison go to extraordinary lengths to search for Stacy and bring him home, but his whereabouts continue to elude them, much to their fear and sorrow.

During this time, Cassie’s cousin, Suzella, comes to stay with the family, with Cassie struggling to accept her presence in the home. Suzella’s presence is further complicated because she has a black father (Mary’s brother) and a white mother, and she not only easily passes for being a young white woman, but she seems to prefer doing so. Cassie in particular does not approve of this decision, while also fearing that the ever-charming Suzella will supplant her.

Finally, Cassie and her mother help one of their elderly neighbors, Mrs. Lee Annie prepare to take a voting test, despite the fact that black people in their area were neither welcomed nor accepted as voters. However, Mrs. Lee Annie is determined to at least attempt the voting test, both on principle and as an example to others, so Mary and Cassie reluctantly agree to help her. In order to prepare, Mrs. Lee Annie essentially memorizes the entire U.S. Constitution, and internalizes its spirit as well as its letter. However, whether or not she is permitted to vote remains to be seen!

Let the Circle Be Unbroken is recommended for readers ages 10 and up, although older readers will certainly still find this book to be highly engaging. However, like all of Mildred Taylor's books, this is one we recommend reading aloud or in a discussion setting. Parents may also want to read these books ahead of time in order to be prepared for the discussions and questions that these stories may spark.

“The Road to Memphis”

In The Road to Memphis, the final book of the saga, Cassie is away at high school in Jackson, Mississippi, and is looking into applying to colleges. Her particular interest lies in studying law, which she has been reading about both extensively and of her own accord. Her older brother Stacy and their close friend Moe are also living in Jackson, where they work in a factory alongside their friend Little Willie. Although the Logan children have been in dangerous situations before, they are now in the unusual position of protecting the life of their close friend, Moe, who must disappear into the North in order to survive after a terrible encounter he has with Jeremy Simms’ cousins. The fact that the Logans and their friends are more or less on their own between Jackson and Memphis adds to the somber tone of the novel; David and Mary are no longer able to protect their children, and Cassie, Stacy, and their friends must defend themselves as best they can.

I would argue that this particular book is more mature than the others, but not necessarily because its storyline or events are more complicated or painful than those of earlier books. Rather, relationships are given a stronger focus in this book and Cassie herself is conflicted over her relationship with Moe, who seems to feel something more for her than she feels for him, and later conflicted over another man who assists them in Memphis. There is also simply more ambiguity here about the fate of the characters we have grown to love with all our hearts, and that fact alone can be hard to accept. But in all, we see Stacy and Cassie come into their own as the strong man and woman their parents raised them to become.

Like the other two books, The Road to Memphis is recommended for readers ages 10 and up. Please see our comments on the age recommendation for Let the Circle Be Unbroken for further guidance about ages.

A parting word from the author

We quoted Mildred Taylor’s “Note to the Reader” from The Land at the beginning of our post on that book, and in preparing to write this post, I came across an interview she gave to The Brown Bookshelf in 2008. I wanted to include a portion of that interview here, as well, about criticism that Mildred Taylor has garnered in recent years. She speaks to the matter far more eloquently and incisively than we would ever be able to, and it felt appropriate to bookend our posts with her own words.

“Recently [...] there has been a backlash of parents, minority parents included, and educators who do not want children to read books such as mine. Some of the people who voice these opinions do not like the “n” word being used, because they believe it brings too much pain to a child reading such a word.

But how can readers understand the true history of the past or the need for a civil rights movement unless they have begun to understand the pain of those who suffered through slavery, discrimination, and segregation? How can readers feel the pain if I pretty up the way things were?

What I least like to do is write down words that hurt. I cringe at the thought of any child being hurt by my words, but as much as it hurts me to write words of pain, I know that they must be written, for they are truthful words about the time I write.

They are painful to me to write and they are painful to those who read them, but they are needed for the full understanding of what life was like for African-Americans before the Civil Rights Movement.

I remember what it was like. I remember the pain of what life was like and I want others to recognize that pain in order for all generations to appreciate why there was a Civil Rights Movement and to appreciate the great freedom of rights and opportunities we enjoy today.”

                                            — Mildred D. Taylor. Interview with The Brown Bookshelf, Feb. 2008. Online.

Discussion questions

Share your experience!

What about you all? Do you have prior experience with Mildred Taylor's books, or memories of reading them in the past? What discussions questions would you add to our list? Please share your thoughts and memories with us in a comment below!

If you’ve ever read any of J.D. Salinger’s books or stories about the Glass family, you’ll no doubt find many similarities between those characters and the four Melendy children. (One notable distinction, however, is that the Glass children are all older than the Melendys, and are more fully developed and intellectually independent characters as a result.) The Melendy offspring range in age from 6 to 13 and appropriately, these books are ideal for readers 8 through 12. And for anyone looking for their next book to enjoy as a family, this series makes for an especially lively read aloud experience!

About the Melendy Family

The Melendy gang is full of character and charm. The family is composed of four children – Rush, Mona, Randy (short for Miranda), Oliver, and father. Joining them are Cuffy, the Melendy’s housekeeper and surrogate mother, and Willy, the family’s handyman. Mr. Melendy is a professor, who travels regularly to give lectures, and later becomes employed by the government to do confidential work during WWII. Sadly, the children’s mother is deceased and not often referred to.

Mona, age 13, aspires to be an actress, and is known by her family for reciting relevant passages from Shakespeare whenever an opportunity arises. Rush, age 12, is a pianist and zealous composer, and although not formally sanctioned, serves as leader to his three siblings. 10-year old Randy is perhaps the character into whom the reader is offered the most insight, as she is modeled upon author Elizabeth Enright herself. Randy is a dancer, and also loves to paint; of all the children she is perhaps the most imaginative and romantic. Lastly, Oliver, the youngest, is a mere 6 years old, but has a mind and interests of his own. Oliver is fascinated with nature in all its forms, and delights in erasing the distinction between the outside world and the inside of his bedroom (much to Cuffy’s horror and chagrin).

About Elizabeth Enright

Although born in the Midwest, Elizabeth Enright spent her formative years living in New York City. Like Randy, Elizabeth Enright was once an aspiring dancer and is even said to have studied under Martha Graham for a period of time, though dancing never became her career. She received further education from studying at Parsons School of Design and The Art Students League of New York. Both of Elizabeth’s parents were professional illustrators, and she soon followed suit, working both as a children’s book illustrator and author early on. Her focus quickly shifted toward writing, however.

Among the books Enright is most famous for are Gone Away Lake and Thimble Summer. She received the Newbery Medal in 1939 for Thimble Summer, and the distinction of being named author of a Newbery Honor book for Gone Away Lake in 1958. Enright even reviewed children’s books for the New York Times throughout her career! In addition to penning books for younger readers, she is also a noted author of short stories for adults, with numerous stories published in magazines such as The New Yorker, Harper’s Magazine, and the Saturday Evening Post, as well as stories included in six different O. Henry award collections.

Lastly, readers may be interested to learn that Elizabeth Enright is the niece of famed American architect Frank Lloyd Wright. Elizabeth’s mother, originally named Maginel Wright, became Maginel Wright Enright after her marriage to Elizabeth’s father, Walter J. Enright. Accordingly, Elizabeth’s full name at birth was Elizabeth Wright Enright. (Not nearly as bad as William Carlos Williams, or Holling Clancy Holling, but close!)

“The Saturdays”

While living in New York City, the premise for “The Saturdays” is born one unusually dull weekend. The children collectively decide to each turn all of their allowance over to one sibling each week, so that instead of having 50 cents (or 10 cents, in Oliver’s case) for the week, each has a whopping $1.60 to spend once a month on a grand adventure. Rush, for example, as an avid pianist and composer, uses his money to go to the opera. Randy spends the afternoon at an art museum, and forms a lifelong friendship with the wonderful Mrs. Oliphant. Even Oliver participates, although on his Saturday, he surreptitiously escapes to the circus by himself and nearly frightens the whole family out of their wits.

This first book serves as a delightful reminder of the magic that Saturdays can bring, especially to schoolchildren. The emphasis here is on engagement with the arts, as well as independent adventure. This book is also interesting in that the Melendy children must each choose their special Saturday activity for themselves, with the understanding that their adventure will be both extraordinary and enriching. In addition to choosing the activity, each is required to undertake the responsibility of figuring out all of the logistics of organizing their adventure like purchasing a ticket or finding transportation. (6-year-old Oliver is the exception here – he was supposed to take Cuffy, but opted instead to go rogue.) Of the three, Mona is the only one who doesn’t spend her money in a satisfactory manner, but that experience was educational for the whole family and no doubt beneficial for Mona.

“The Four-Story Mistake”

In the second book of the series, the Melendy family moves to an unusual home in the countryside near New York, so called “The Four-Story Mistake” because its builders astonishingly forgot to include a fourth floor! The house is an unusual piece of architecture, and although the children are at first sad to leave the city, they soon become enchanted with their new home. The Four-Story Mistake itself has plenty of character, as well as plenty of nooks and crannies for the children to explore. The surrounding land is similarly full of hidden treasures, complete with forests, flowered meadows, rivers, caves, etc., affording the children ample opportunity to play out of doors. In this book, Oliver discovers a secret basement room full of musty marvels, Randy discovers a precious prize of her own, and all of the children together uncover an astonishing mystery about their home, as well as its former occupants. Somehow the Melendys even find themselves the new owners of a pet alligator!

“Then There Were Five”

By this time, the second World War has broken out, and the children are going around from house to house to harvest whatever scrap metal their neighbors might be willing to donate. This exercise introduces the four Melendys to a wide variety of neighbors – some delightful, like the charming old bachelor Mr. Titus whose twin loves are fishing and baking. (Naturally, these interests greatly endear Mr. Titus to Oliver, who soon becomes Mr. Titus’ loyal disciple, and single greatest source of assistance in disposing of the countless cakes that Mr. Titus bakes each week.) The children are also introduced to much more ominous neighbors like the dreadful Oren Meeker, whose young relative Mark bears the brunt of his ire.

By this point, both Mona and Rush, the two eldest children, are working part-time outside of the home, in addition to going to school. Mona plays a recurring character on a radio drama, and Rush gives piano lessons to district schoolchildren. But, the best thing that the children bring home in this book is not the money they gladly contribute to the family coffer, nor the scrap metal for the war, but a wonderful new addition to the family.

“Spiderweb for Two”

The last book, “Spiderweb for Two: A Melendy Maze,” takes place when Rush, Mona, and their adopted brother have all gone away to school. Randy and Oliver are more or less left alone with Cuffy and Willy, as father has been traveling for work more and more frequently. The older children’s absence is sorely felt, and both Oliver and Randy begin to slip into a state of ennui.

But something strange soon begins to happen. An unknown person writing in an unknown hand leaves riddles for Randy and Oliver, leading them on an epic treasure hunt that takes place throughout the remainder of the school year. Each clue leads them to another riddle, and the children work frantically to crack each one as quickly as they can, without giving Cuffy or Willy cause for suspicion. At the end of their journey, Randy and Oliver are greeted with a surprise that neither expected, but that both are overjoyed by.

The Takeaway

In all, this is a light-hearted and whimsical series that young readers have adored for decades. The books are incredibly well penned, with exquisite descriptions of the children’s sensory experiences and stories that are chock-full of adventure and excitement. Even though the Melendy children have lost their mother and several of the books take place with World War II as a backdrop, Enright maintains a sense of levity throughout the series. Although the children volunteer in war relief efforts, Enright’s tone never becomes somber in the way that many other children’s books from that time do. However, because these books are so whimsical and idyllic, the series can be a good one to interleave with more somber or emotionally weighty reads like the Mildred Taylor books.

Share Your Experience!

Did you ever read The Saturdays or any of Elizabeth Enright's other books as a child? What about to your children? If so, what do you remember? Did the Melendy family ever inspire you to go on an independent weekend adventure of your own? 

Please let us know in a comment below!

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​Hurlbut's Story of the Bible is a revered book in our family. As I recounted in Not Just at Bedtime, my husband read all 168 stories in this book to my younger children when they were 5 and 6, not once, but twice! My son Daniel remembers to this day that he begged his father repeatedly to read another story! ​

I have witnessed the profound effect that hearing these stories at such a tender age has had on my children. The author states in his Preface, "Those who in childhood learn the Story of the Bible are fortunate, for they will never forget it." And that has certainly been true in our case. Daniel was recently elected to the Vestry of our church, having been asked by the rector to stand for election because ​of his outstanding familiarity with all parts of the Bible.

I had often wondered how Hurlbut came to writing The Story of the Bible, so I was delighted to ​come across a copy of the fourth edition published in 1952 at a recent library book sale that contained the following account from his son, Charles C. Hurlbut.

​A son's memory

"One of the earliest recollections of my childhood is sitting with a group of other children, with my father in the center and a huge Bible on the table in front of us. The Bible was unusual, for it had a full-page woodcut on alternate pages. From the Creation to the Last Judgment, it was all there — the greatest picture book that any child could ask for.

My father, Jesse Lyman Hurlbut, was a wonderful story-teller; so nothing thrilled us more than to sit on his knees to hear him tell the stories as he turned the pages. Not only his own children, but all their friends flocked to these little gatherings, so that "hearing Bible stories" became a standard diversion in the neighborhood.

The old Bible was completely worn out before the story-telling period was ended, for it extended over two complete generations of children. In the process, by long practice, my father learned the language that holds a child's attention and the way to make a story real to him. When he finally wrote the stories for children beyond the reach of his voice, he merely set down on paper the very words that he had been repeating for half a century to children grouped around his knees."

​— Charles C. Hurlbut

Author's background

Jesse Lyman Hurlbut (1843–1930^​), an American clergyman of the Methodist Episcopal Church, held pastorates in multiple locations in New Jersey. ​In the Preface to Story of the Bible ​he speaks of himself as a Bible student, a Bible teacher and a helper through the press, of many who are instructing the young in the Bible. He says he long felt the need of a Book of Bible Stories, different in some respects from any work that had yet appeared. With this conviction he und​ertook its preparation. In its purpose and plan its distinguishing features are elaborated below, as he expressed them in the Preface.

All the principal stories in order

"The aim has been not merely to make a selection of the most striking and interesting among the stories contained in the Bible, but to tell all the principal stories in their connected order, and in such relation with each other as to form a continuous history. Whoever reads this book will find in it not only "Stories from the Bible," but also the "Story of the Bible" in one narration. He will follow the current of Scripture history and biography."

Independent stories with striking titles

"This Bible Story, though continuous and connected, is arranged in the form of a series of Stories, each independent of all the others and treated separately. Every Story has its title; and an effort has been made to give to each a striking title, one that will arrest the young reader's attention. A child or a parent who might hesitate in undertaking to read through the history in the Bible, may open almost at random and find a Story. Here are one hundred and sixty-eight Stories, each one complete in itself, while together combining to form one narrative. And with each Story is named the place where it may be found in the Bible."​

Words carefully chosen with explanations as needed

"Special care has been given to the language of this book. I have endeavored to make it childlike without making it childish. Every word has been carefully chosen and there are few words in these Stories which a child of ten years old will not readily understand. Whenever it has been found necessary to introduce any word outside the realm of childhood, as "altar," "offering," "tabernacle," "synagogue," "centurion," etc., it is carefully explained, not once only, but a number of times, until it becomes familiar. Doctrinal and technical terms have been everywhere excluded, and in place of them plain, familiar words have been given."

Language of the Bible employed

"Inasmuch as the book is designed to lead the young reader to the Bible itself, and not away from it, the language of the Bible, or a language somewhat like that of the Bible, has been employed. For the same reason I have refrained from adding to the Bible record any imaginary scenes or incidents or conversations. I wish every child who hears this book read to feel instinctively that it is the Bible,  and not a fairy-tale, to which he is listening. When he grows older and reads these Stories himself for the first time in the Bible itself, I would not have him feel that he has been misled, or taught that which is not contained in the Word of God. The Bible stories are made plain, but they are not rewritten or changed."

​Doctrinal bias avoided

"In my opinion many books for children containing stories from the Bible are greatly marred by the evident attempt to interject a body of divinity into them, to make them teach doctrines which may be right or may be wrong, but are not stated nor hinted in the Scripture stories. Some excellent works have occupied much space here and there in trying to put into childlike language and to connect with Bible stories the deepest and most mysterious doctrines, which theologians find hard to understand. Others contain many moral reflections and applications which may be useful, but are not contained in the text of the story. I have sought to explain what needs explanation, but to avoid all doctrinal bias, and not to be wise above what is written. Only in a few instances where the New Testament warrants a spiritual interpretation of the Old Testament story has an application been given, and then in the simplest and fewest words. It is my confident hope that all denominations of Christians may feel at home in the pages of this book."

​King James Version used for the most part

"In the management of the material, the paragraphs are short, and according to the modern manner the conversations are generally printed in separate paragraphs. The results of recent knowledge in Bible lands and Bible history are used as far as is suitable in a book for children. Where the Revised Version [American Standard Revision] is a manifest improvement upon the Old Version [King James Version], it has been followed, as bringing the reader a step nearer to the thought of the Biblical writers."

​We strongly recommend that you include Hurlbut's Story of the Bible at some point in your family's read-aloud time. With the completeness of the narrative and the elevated language, it will serve your children well. We recommend it as a supplement to whatever children's illustrated Bible story books you are using, rather than as a substitute, since the simpler illustrated editions are more inviting to children beginning to read on their own.

​​Have you used Hurlbut's Story of the Bible with your family? What has been your experience? Please share in the comments!

​​Skippack School by Marguerite de Angeli was one of two books from my childhood (the ​other being D'Aulaire's Benjamin Franklin) that stood head and shoulders above the rest. I read these two books repeatedly, pored over the illustrations, and committed much of their contents to memory. It was with no small amount of trepidation that I recently reread Skippack School as an adult and was delighted to find that I enjoyed every bit as much as I did as a child.

​I was about eight years old when I first read Skippack School, a perfect age, I think, for reading stories about families in other settings. We recommend that you start with regional stories, especially those based near where you live, if you can find some of ​equivalent caliber. As a native of Pennsylvania, these books about the Amish, Mennonites, Quakers, and others were just right for me.

Early in her writing career, Newbery Award winner Marguerite de Angeli penned eight regional stories, all but one set near Philadelphia, Pennsylvania, where she made her home for over six decades. In this post those eight books are profiled below in the order in which they were written.

It will be evident to most readers that Marguerite de Angeli grew tremendously as a writer over the course of her career. Should you read her books in the same order as she wrote them, you will no doubt observe that growth and maybe even pick up some clues as to what constitutes more mature writing. At the time of her Newbery Award her son Maury wrote on behalf of her family in The Horn Book: "We have watched her grow literarily since the publication of the first 'Ted and Nina' book [1935], increasing her fluency and magnifying her style with each new book, as the scope of each story was greater than that of the last. It was only a matter of time, we felt, until she won the prize." [July-August, 1950, p. 268]

​THE EIGHT REGIONAL BOOKS

Henner's Lydia  (1936):  "a solid start"

The Amish people are industrious and expect their children to contribute as soon as they are able. As Lydia's mother says, "Teach children how to work while they are small, then when they get big they like to work." Lydia helps with meals and other household chores, but now she has a rug to hook and her father promises a trip to market when she completes it. Yet as you can see from the picture above, Lydia is ever on the lookout for any activity more exciting than working on the hooked rug, whether that is going to school, visiting babies, or taking apples to the cider mill.

In the end she does finish the piece, earning the trip to the market in Lancaster with Pop. With such a flimsy plot line, the story moves slowly, so much so that even the author's own son could not bring himself to finish it! But those who delight in detail in the illustrations and the text will still find much to enjoy in de Angeli's first work.

Petite Suzanne  (1937): "further afield"

​Inspired by a trip the author made to the Gaspé peninsula in Quebec, Petite Suzanne features an energetic girl who befriends a "tourist lady" painting on the beach and strikes up a conversation with her, in the course of which we ​become acquainted with Suzanne's French Canadian family. The tourist lady appears a couple of weeks later to take Suzanne on an excursion to Bonaventure Island, and sends her a box of paints at Christmas. 

In between we witness everyday doings in the life of the fishing village: the upsetting of a boat, a day at school, a visit to the train station, and the shelling of peas, with French songs and dances interspersed periodically. Like Henner's Lydia, this book suffers from lack of a strong plot-line, while still offering a lovely portrait of life in this close-knit community.

Skippack School  (1939):  "author hits her stride"

​Following up on a suggestion from fellow author Elsie Singmaster to find out more about legendary schoolmaster Christopher Dock, de Angeli produces her strongest work yet in Skippack School. The story opens with Eli Shrawder's family, having just arrived from Germany by ship, now heading west with their ox cart past German Town to their new land. The day after they arrive, neighbors show up in force to fell trees and set to work to build them a house. Eli helps with the making of shingles for the roof as seen in the accompanying illustration. By nightfall of the third day the house is complete!

Within a week Eli is on his way to school, a prospect he dreads because he has only learned a few of his letters. But Master Christopher welcomes him kindly and puts him under the tutelage of Amos, who tells Eli quietly that master helps children to do their best, giving presents for good work. Not used to the rigor of school work, Eli lets his attention wander and engages in one prank after another, yet Master Christopher never gives up on him. One day Master invites him to stay after school and help him make lead pencils, noting how interested Eli is in making things. But Eli continues to get into mischief. Not until he has to return to school to pick up a forgotten lunch basket and overhears Master Christopher praying on his behalf does he resolve to do better.

One morning with his father gone to market, his mother is called away to assist an ailing neighbor, so Eli must miss school to manage the household and care for his younger sister. Master Christopher stops by just in time for supper and afterward invites Eli to go to German Town in the morning with him. There he takes him to the paper mill and the printer's, opening his eyes to all sorts of possibilities.

Eli prepares a report of his trip with a block printing on the cover, made from a block that he ​carved and inked himself. Master Christopher ​is so pleased he gives him one of his bird paintings in return. An extraordinary book, with never a dull moment, that will be enjoyed by both girls and boys.

Thee, Hannah!  (1939):   "contrast in family values"

​Hannah and Sally, her slightly older sister, play a game every night at bedtime, just before going to sleep. Despite being born into a Quaker family, they pretend that they are fashionable ladies on a shopping expedition choosing whether to get a red silk dress or a blue, though they will have to ​don their own drab garb in ​the morning.

"Pretty is as pretty does!" says Hannah's mother, but Hannah still finds it hard to resist the appeal of flowered bonnets and rustling silks, especially when her best friend Cecily, who lives next door and is NOT a Quaker, can wear these all the time. Hannah loves playing dress-up at Cecily's house and even wears one of her bonnets on a walk outside.

On the day she is to go with her sister to be fitted for a new bonnet, Hannah even kicks her old bonnet down the stairs, much to the horror of her sister and dismay of her father!

​And then one day in late summer while out on an errand for her mother, she hears a voice from behind a gate between two houses, "Missy! Oh, missy! Miss, please help me! Ise got a sick chile an' we ain' got no water and no food. Please, Missy, get yo' mammy or yo' pappy an' help me." Hannah hastens home, returns with her father along with a basket of food and water. Later that night her father returns with Quaker garb  for ​the runaway slaves to wear as he escorts them to the back of his own house, where they st​ay until safe passage by boat is found. ​As they are taking their leave, the woman turns to Hannah. "Li'l missy, it's you dat he'ped me first. I knowed I could trus' you. I knowed you was a Friend 'cause of yo' Quaker bonnet."  At that point Hannah's bonnet becomes no longer a burden, but something to be proud of! A ​thought-provoking read, especially suited for girls.

Elin's Amerika (1941):  "a struggle to stay alive"

​After moving from her native Sweden to New Sweden with her mother, father, and older brother, Elin finds her days along the Delaware River to be lonely ones. She misses her grandfather, of course, but also her best friend Greta. Here there are only boys! She does find a friend in Lamefoot, the Indian healer who gathers herbs of all kinds, some for healing and others for food. She introduces Elin to the wildflowers and birds in the woods.

With it being months since arrival of a ship bearing supplies, their stores are getting low, and all hands are required to forage for fruits and nuts. It is Elin's job to pick wild grapes the day the women of the community are gathered together for soapmaking. She notices hostile Indians headed their way and with her piercing scream alerts the women to enter the dwelling and lug the boiling soap to the upper story to pour on Indians before they set fire to the building.

Not long after, a ship is spotted, but it turns out to be bringing supplies for the Dutch colony rather than the Swedish one. But Lucia Day (December 13) is just around the corner and this year Elin is to be Lucia, serving mead and cakes, clothed in white with crown of candles on her head! A festive Christmas celebration follows soon thereafter, and then, finally, the long-anticipated Swedish ship arrives! And it brings a surprise better than anything Elin could have thought up!

There is enough action in this book for it to be a delight to both girls and boys.

Up the Hill (1942):  "an exceptionally close-knit community"

Christmas Eve finds Aniela and Tadek gazing into the bakery window in their Pennsylvania mining town. Aniela's eyes dart from one Polish pastry to another, while her brother Tad, she knows, is imagining how to draw each and every one. Up the hill toward home they hurry to join Christmas Eve festivities with their extended family where they are to feast on traditional Polish dishes. Celebration continues on the morrow as they first attend mass then go caroling with boys and girls in their neighborhood, singing the Polish songs they learned in Saturday school.

Upon returning to class after the holidays, Aniela and her classmates are delighted to hear of the new geography project their teacher has devised for them: each of them is to choose a country and find out all they can about it. Others choose Slovakia, Bohemia, England, Wales, Lithuania, and Russia, while Aniela selects Poland. At the end they have a party where each wears the costume of their country and brings traditional food to share. 

A special guest arrives for their celebration--the master painter who is painting the church wall. When he asks specially to speak to Aniela because she is wearing the dress of his home town, she seizes the opportunity to tell him of Tadek and his passion for drawing and painting. Once the connection is made, Tad spends every spare moment after that with the painter. On Holy Thursday the great painting is unveiled.

​"In the picture at one side were the miners in their blackened clothes, their faces tired and dirty, looking toward a shining light. At the other side was a field of waving grain with flowers growing at the edge, and standing knee deep in blossoms were happy people, men, women, and children, in the dress of the different countries from which they had come. They, too, were looking toward the light. There were Bohemians, Slovaks, Poles,  and Russians. There were Welsh and English, Scotch and Germans; all the many nationalities that go to make America."

And Aniela in the striped Polish dress is standing right in front among the daisies! Near the flowers that Tad helped to paint! No question now but that Tad should become a painter rather than toiling in the mines. The wish Aniela makes on the star at Christmas Eve is coming true! With a brisk-moving plot this heart-warming story of a Polish family in a vibrant community is one for all to enjoy!

Yonie Wondernose (1944):  "the making of a man"

​In Yonie Wondernose we revisit the family of Henner's Lydia. Mom and Pop are heading off on an overnight visit, leaving Granny behind with Yonie and Little Nancy. For the first time Yonie is given full responsibility for doing the chores and caring for the livestock. But as the whole family is well aware, Yonie is a Wondernose, following his curiosity wherever it leads him, even if that means neglecting his duties.

But today Yonie is mindful of what Pop promised him when he can be trusted like a man and sets off to do his chores first. He fills the pans in the chicken yard, then locks the chicken house door as Pop had told him. He gathers the firewood but before fetching water for the calves, he has a mind to take a dip in the cool Conestoga creek and off he goes. Back on task he waters the calves and feeds the pigs, but cannot find Granny anywhere. He takes the opportunity to peek inside the two hundred year old chest which he is never to open by himself. But as he lifts the lid, he hears a voice calling "Yonie!" through the open window. Dashing to the chicken house, he discovers Granny locked inside!

After a quick supper he finishes the chores and heads to bed as a storm threatens. Not long after a bright flash awakens him with a start. He hears Granny calling but can see for himself that the barn is on fire! Rushing out they lead the horses to safety first, then loose the chickens and the cows. On his way to get Dunder the bull, Yonie stops to drive the pigs to the potato field. Finally, he reaches Dunder, snaps the staff into his nose ring, and leads him up the hill.

Meanwhile neighbors are arriving to help and soon Mom and Pop, fetched by a neighbor, return too. Pop is thrilled to see all the animals safe and sound, and especially glad that Yonie led the pigs to safety before Dunder, because in all the excitement that night the mama sow had produced a litter of ten piglets.

Not only does Pop give Yonie the pick of the litter but assures him he will need a man for fall planting too. Now Yonie knows that he will be guiding the two great work horses to harrow the field for winter wheat all by himself! A not-to-be-missed story enjoyed by all ages! 

Interestingly, the seed for this story was planted when de Angeli learned somewhat after the fact that the barn she spent an afternoon sketching for Henner's Lydia burned down that very night!

Bright April (1946):  "a groundbreaking book"

 Usually they were making something, but sometimes she asked Flicker, a counselor at summer Scout Camp, to come and share her knowledge of the out of doors with the Brownies. Flicker's  special interest was birds, and she encouraged them to keep their eye out for more types arriving as spring advanced, even offering a special treat for the girl who could add the most birds to her list. A special Saturday outing to Wissahickon Creek afforded ample opportunity for the city girls to spot all sorts of new birds. With April being more eager than most she ended up with the longest list so she was invited to a special supper party at Deep Meadow Farm, on her tenth birthday no less! Everything on the farm was new to her: the massive barn, the cows, the horses, a brand-new calf, and a batch of kittens to play with.

Dinner was served, followed by a birthday cake with ten candles for April to blow out. An ideal evening, it seems, but the occasion is marred when one of the girls starts to express her distaste for sitting next to April. And this isn't the first display of racial prejudice in the book. In fact, ​incidents are sprinkled throughout: in the opening scene where a little girl points at April and says, "You're brown!"; when her sister has to take extra shifts as a nurse; when her brother in the army is assigned to work in the laundry; when April's career aspirations are limited. However well the adults cope with the situation at hand, the reader begins to see the shadow under which April and other children of color live their lives.

Bright April was a groundbreaking book in that it was the first "mainstream" children's book (i.e. first book written by a white author) that shows incidents of racial prejudice in the context of the story. While dated by today's standards, it is important historically, because of the impact it had on African-American children in the second half of the 20th century. For Carla Hayden, the first African-American and first woman to be appointed Librarian of Congress in 2016, Bright April was a favorite children's book. As an eight year old reader she not only saw herself in the book (like April, she, too, was a "Brownie" with brown skin and pigtails) but it was the first book in which she saw a sympathetic portrayal of Afro-American family life. Hayden maintains that children need to see their lives reflected in books, and that books can serve both as mirrors and as windows. For Hayden Bright April was both!

WHAT TO NOTICE IN THESE BOOKS

1. Artistry of book design and production

Each of these volumes is a work of art. With illustrations by the author on almost every page spread, these titles are, in some respect, picture books and, in another, chapter books. Typically, color illustrations on one page spread alternate with pencil drawings on the next. Not only are the illustrations outstanding, but the formatting of the pages is especially pleasing. The books are square with well-spaced type and generous margins.

Chapter divisions are subtle, though a couple of the books have special features opening each chapter. Skippack School has one of Master Christopher's bird or flower paintings heading each chapter.

​Elin's Amerika features a capital letter entwined with the Tomte (the household elf) at the beginning of the text of a new chapter.

A number of the volumes have maps of the neighborhood on endpapers, but only Henner's Lydia has a map created in stunning four-color lithography, which you can see in the accompanying illustration.

2. Warm family settings in close-knit multigenerational communities

​All these stories are about immigrant families, most coming to America in search of religious freedom or economic opportunity, with one brought here against their will. Yet all gather regularly around the dinner table, often with extended family, and help each other in time of need, as when Eli Shrawder's Mennonite family in Skippack School, needs a new house on their arrival from Germany and Yonie's Amish family in Yonie Wondernose requires help after their barn catches fire.

3. Maintaining cultural identity in a new land

​This may involve the continuation of ​traditions started in the old country, as in Up the Hill, or adherence to a strict set of ethics as with the Quakers in Thee, Hannah! or the Amish in Henner's Lydia.

4. Impulse to create  is encouraged

​In two of these books the impulse to create drives the whole plot: Tadek and his urge to draw in Up the Hill and Eli and his passion for carving and printing in Skippack School. But in the other titles it is a thread that runs through. Think of Lydia and her hooked rug in Henner's Lydia, for example, or the special Polish foods created in Up the Hill. In Elin's Amerika, the whole family sits around the fire in the evening, each occupied with his or her own craft.

5. Models of parent/child interaction

I have heard a number of women say that they learned much about being a mother from Ma Ingalls in the Laura Ingalls Wilder books or from Marmee in Little Women. It seemed to me in my reading of these de Angeli titles that there were a number of excellent models here as well. Keep an eye out for them.

6. Mentors for children

​Lamefoot teaches Elin her craft of foraging in Elin's Amerika, while Master Christopher of Skippack School goes out of his way to introduce to Eli to trades that may excite his interest. And of course the painter in Up the Hill takes young Tadek under his wing.

​7. Growing into responsibilities

It becomes obvious in these books that the greater the percentage of food that a family produces for itself, the greater the responsibilities that the children are expected to bear. When you see a whole cellar of stored food, it is clear that children have to play their part.

​While children tend to chafe under rising expectations, at the same time they like to feel needed and are proud of increasing responsibilities. The whole plot of Yonie Wondernose hinges on his becoming trustworthy enough that Pop can hand new tasks over to him. As you read through the de Angeli books, pay attention to how children contribute to their household economies.

​8. Firm, but not heavy-handed discipline

​Children in these stories expect that when they do wrong they will have to pay the consequences. It may be a relatively small thing as when Hannah smears a substance on Cecily's sash in Thee, Hannah! and has to go without her allowance until the replacement is paid for. Or it may be very consequential as when Eli has to offer the bench for sale, that he has been working on for weeks, in order to pay for the Skippack School window he broke through his carelessness.

​9. Children encouraged to look outward

​Looking for ways of being of service is a major theme in Thee, Hannah! Does it show up in any of the other titles?

I hope I have inspired you to pick up one or more of these titles to read with your children! My two top picks are Yonie Wondernose and Skippack School, followed closely by Elin's Amerika and Up the Hill. Thee, Hannah! and Bright April are both thought-provoking books, well suited for use with girls.

Henner's Lydia and Petite S​​​​uzanne are recommended only if you are interested in the Pennsylvania Dutch or the French Canadians, or you want to read all eight of these regional titles.

​Alternatively, you may want to choose a title to match the era of history that you are studying. Here are the titles in chronological order of the ​period in which they are set:

​Elin's Amerika (c. 1650)

Skippack School (c. 1750)

Thee, Hannah! (c. 1850)

Henner's Lydia (1930s)

Yonie Wondernose (1930s)

Petite Suzanne (1930s)

Up the Hill (1930s)

Bright April (1940s)​

​Do let us know your experience of using these books with your children! Did you appreciate the list of items to look for in these books? Do you have anything to add to it? Please hare in the comments below.

The Land, first published in 2001, is the powerful prequel to the other Logan family books (Roll of Thunder, Hear My Cry; Let the Circle Be Unbroken; The Road to Memphis; and four other short novellas). The book is set shortly after the end of the Civil War, and it follows Cassie’s grandfather, Paul-Edward (or sometimes simply Paul), from childhood through the early years of his manhood. Like Mildred Taylor’s other books, The Land, has been received with critical acclaim, and rightfully so. Taylor was the 2002 Coretta Scott King Awards Author Winner in 2002, making Taylor a four-time Author Winner, as well as a two-time Author Honor recipient. Taylor also received the Newbery Medal for “Roll of Thunder, Hear My Cry” in 1977. While book awards are not necessarily an indication of literary merit, we did want to note these awards because perhaps no living children’s book author deserves more recognition and admiration than Mildred Taylor.

Taylor’s writing marries historical fiction with autobiographical stories passed down to her by her father, uncles, and other family members. The Land begins with a “Note to the Reader” that speaks both to the part that Mildred Taylor’s own family played in writing these stories, and to the difficulty of the subject matter and the language used in describing it.  

“All of my books are based on stories told by my family, and on the history of the United States. In my writing I have attempted to be true to those stories and the history. I have included characters, incidents, and language that present life as it was in many parts of the United States before the Civil Rights Movement. Although there are those who wish to ban my books because I have used language that is painful, I have chosen to use the language that was spoken during the period, for I refuse to whitewash history. The language was painful and life was painful for many African Americans, including my family.

I remember the pain.

Since writing my first book, Song of the Trees, it has been my wish to have readers walk in the shoes of the Logan family, who are based on my family, and to feel what they felt. It has been my wish that by understanding this family and what they endured, there would be a further understanding of what millions of families endured, and there would also be a further understanding of why there was a Civil Rights Movement, a movement that changed our nation.”

The language of this book is indeed painful, as is the experience of reading Mildred Taylor’s other novels. However that pain was one that so many African American children – those born into slavery and those born almost a hundred years after slavery’s abolition – did not have the privilege of avoiding. We agree with Taylor that it is our collective duty as human beings to learn about and acknowledge the physical and psychological harm done to those children and their families, no matter how much discomfort we may experience during the process.

As a result, we highly recommend reading Mildred Taylor's books in a group setting, whether that be at home as a family or in a classroom where they may be discussed. These are hard books to read, and being able to talk about them with others is essential to processing their contents.

The Land is appropriate for children ages 12 and up, but should by no means be limited to adolescents. Adults stand to gain just as much, if not more, from this book as younger readers do.

Paul-Edward’s family

As is true for most children, Paul-Edward’s family life shapes his character, as well as his understanding of his place in the world. However, Paul’s family is not like other African American families that live nearby. He is the son of a black woman, and a white man and former slave owner. More remarkable still is the fact that his white father, Mister Edward Logan, not only recognizes his paternity, but also takes care of Paul as he does his other sons.

Before the Civil War, Edward Logan had taken Paul’s mother as his “colored woman” when she was still enslaved to him and she bore two of his children: Paul and his older sister Cassie. Edward Logan also had a white wife who died shortly after giving birth to a son around the same time that Paul’s mother gave birth to him. As a result, Paul has three white brothers and one biracial sister as siblings.

Like their father, Paul-Edward’s brothers recognize Paul and Cassie as their siblings and call them their own blood. As children, their activities and upbringings are all similar, although never truly the same. Paul’s father teaches him to read and write and requires that his brothers share their school lessons with Paul in Georgia, a place that had, like most southern states, previously passed anti-literacy laws for slaves during the decades leading up to the Civil War.

But as Paul begins to approach adolescence, his vision of his family as a single unit begins to disintegrate. His father sends him to school in Macon to learn woodworking so that he has a trade to sustain him throughout his life; Paul’s brother Robert, however, is sent to a different kind of school, much to the sorrow of both boys. But the boys grow apart, and it is clear that Robert and Paul can no longer enjoy the same relationship they once did.

Paul also struggles to accept that he is not welcome in his father’s house when other white families come to dinner, and to come to terms with the fact that his mother originally had no choice in her relationship with his father. After experiencing what feels like a betrayal at the hands of one of his brothers, Paul has a difficult conversation with his mother about all of these topics, where she tells him of her love for his father and makes it clear that she has had the choice to leave since slaves were emancipated but has elected to stay. 

Eventually, after realizing the difference between his brothers and himself in a humiliating manner, Paul runs away. He is accompanied by another African American boy — Mitchell — with whom he has been allied since childhood, and after traveling about for work, they finally end up in the area of Vicksburg, Mississippi.

Paul’s loneliness

As it is evident that he is of biracial heritage, white and black people alike shun Paul-Edward. Other African American boys persecute him up for looking and “acting” too white, and white people reject him for looking too black. He is disparagingly called a “white n-----” by both parties. Besides his brothers and sister, Paul really doesn’t have friends as a child. He is quiet and introspective by nature, and spends a good deal of time reading — a pastime that does nothing to ingratiate him with neighboring black children, who take this as a sign that he believes himself to be superior to them. Eventually Paul forms an unlikely alliance with the most menacing of these boys, Mitchell, with Mitchell agreeing to stop hurting Paul in exchange for Paul teaching him to read and write. Gradually, over many years of this alliance, the two become best friends, not so much because of desire, but out of circumstance and necessity.

Still, even into his adulthood with Mitchell as an increasingly close friend, Paul is alone. He is unlike the men he works with in the turpentine or logging camps after he runs away, and he continues to be despised and mistrusted by people of both races. Paul-Edward is also set apart from others in his desire to someday own his own land. As an adult, Paul is alienated from his entire family except for his sister Cassie, to whom he writes regularly and his friend, Mitchell. As a result, he throws himself completely into his work and vision for the future.

The desire to own land

Paul grew up cherishing his father’s land and as a child, he expected to stay there always. But once he begins to better understand the reality of his relationship with white men, he becomes determined to find land of his own. Throughout all of his years of woodworking, working in various camps, and horse-racing, Paul saves his money carefully in a bank in New Orleans so that when the time comes, he will be able to put it to good use. When he and Mitchell first arrive in Mississippi, Paul finds an area of land that he falls in love with and asks about purchasing. The land isn’t for sale at that point in time, but the owner promises to let him know if he ever decides to sell.

In the meantime, Paul-Edward strikes a bargain with a white man by the name of Filmore Granger to log forty acres of his land in exchange for the property rights. This work is grueling, and it is all Mitchell and Paul can do to keep up, even with the help of some additional hired hands. But it quickly becomes essential for Paul to earn the rights to the Granger land, as Paul uses it in bargaining for several hundred acres of the land that he originally wanted. Paul is required to make steep monthly payments and a sizable down payment that he risks forfeiting if he cannot come up with the full sum of money in time. Paul gambles with everything he has to purchase The Land, but faces one cruel obstacle after another in his quest to gain its title.

Caroline

A girl named Caroline comes into Paul’s life unexpectedly, and the part she ultimately plays in his life is unexpected, as well. Paul admires her boldness, the way she carries herself, and her determination to do what’s right. He eventually develops a close relationship with her family and even takes on her younger brother, Nathan, as a woodworking apprentice and helper on the 40-acre project. Paul feels at home among her parents and siblings in a way that he has not since he was with his own mother and sister back in Georgia. Although Paul plans to ask her father to court her, her heart has already been spoken for and he must resign himself to that fact.

There are many “plot twists” within the story, but those involving Caroline are worth saving, so we won’t say much more other than the fact that her character is a shining light both within the book, and within Paul’s life. Her portions are definitely something to look forward to!

Discussion questions

Share your experience

Have you ever read The Land or any other book by Mildred Taylor? What was your experience of reading it?

We’ll also be writing about the Roll of Thunder trilogy soon, so be on the look out for more about the Logan family in the upcoming weeks!