Books Children Love (Revised Edition) E-Book

Elizabeth Laraway Wilson

• Herausgeber: Crossway
• Kategorie: Religion und Spiritualität
• Sprache: Englisch

Seitenzahl: 687

Veröffentlichungsjahr: 2002

Beschreibung

A love for reading is one of the most precious gifts that we can give children. It nurtures their imagination and creativity, lets them explore other worlds, and opens their minds to new truths and knowledge in appealing, inspiring ways. But how can we sort through thousands of children's books to discover the really worthwhile ones? Elizabeth Wilson offers us a newly revised, comprehensive guide to the very best in children's literature. Just as in the original volume, she comments on the tone and content of excellently written, captivating books in over two dozen subject areas. Hundreds of new titles have been added while retaining timeless classics and modern favorites-all of which respect traditional values. So that no matter what the children's ages are or whether they love fact or fiction, you can trust these books to share things that you can believe in and kids will delight in.

Leseprobe

Books Children Love Revised edition copyright © 2002 by Elizabeth Laraway Wilson First edition copyright © 1987 by Elizabeth Laraway Wilson

Published by Crossway                    1300 Crescent Street                    Wheaton, Illinois 60187

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopy, recording, or otherwise, without the prior permission of the publisher, except as provided by USA copyright law.

Cover design: Bill Finch, Cowley Associates

Cover illustration: Jesse Willcox Smith from a poster for the American Library                            Association, 1919.

First printing 2002

Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Wilson, Elizabeth Laraway.       Books children love : a guide to the best children’s literature /

Elizabeth Laraway Wilson.—Rev. ed.          p. cm.       Includes index.       ISBN 13: 978-1-58134-198-0 (alk. paper)       ISBN 10: 1-58134-198-9       1. Children—Books and reading—United States. 2. Children’s literature—Bibliography. 3. Christian literature for children—Bibliography.

4. Best books. I. Title. Z1037 .W745            2002 011.62—dc21                                 2002013455

Crossway is a publishing ministry of Good News Publishers.

For my dear and loving family— John, Wendy, Anna, Andrew, Mary, Katy; Rick, Peter, Maria, and Nicolas— and those who are yet to come.

CONTENTS

FOREWORD BY SUSAN SCHAEFFER MACAULAY

9

CHILD LIGHT (CHILD LIFE)

12

INTRODUCTION

13

NOTES ON THE BOOK’S ORGANIZATION

17

1 ANIMALS: Domestic Animals, Pets, Zoo Animals

19

2 ART AND ARCHITECTURE

27

3 BIBLE/SPIRITUAL AND MORAL TEACHING

41

4 BIOGRAPHY

49

5 CELEBRATION DAYS AND SEASONS

85

6 CRAFTS, HOBBIES, AND DOMESTIC ARTS

89

7 DANCE, DRAMA, AND OTHER PERFORMANCES

101

8 GROWING PLANTS—OUTDOORS AND INDOORS

109

9 HISTORY AND GEOGRAPHY

113

10 HUMOR

147

11 LANGUAGE

149

12 LITERATURE: LEVEL I Fables, Folk Tales, and Fairy TalesFantasies,Talking Animal StoriesRealistic Stories—Modern Realistic Stories—Historical

155

13 LITERATURE: LEVEL II Fables, Folk Tales, and Fairy TalesMyths and LegendsFantasies, Talking Animal StoriesRealistic Stories—ModernRealistic Stories—Historical

181

14 LITERATURE: LEVEL III Fables, Folk Tales, and Fairy TalesMyths and LegendsFantasies, Talking Animal StoriesRealistic Stories—ModernRealistic Stories—Historical

209

15 LITERATURE: ANTHOLOGIES—STORIES, POEMS, AND RHYMES

241

16 LITERATURE: POETRY AND RHYMES

245

17 MATHEMATICS

251

18 MISCELLANEOUS

257

19 MUSIC

261

20 NATURE, SCIENCE, AND TECHNOLOGY

269

21 OUTDOOR ACTIVITIES—OTHER THAN GROUP GAMES

287

22 PHYSICAL EDUCATION AND ORGANIZED GAMES

291

23 REFERENCE AND RESEARCH/STUDY SKILLS

295

24 SPECIAL NEEDS

299

25 SUPPLEMENTAL TEACHING RESOURCES

305

INDEX

307

FOREWORD

“Please read me a story,” says the eager little person. Or, “Can I sit on your lap?” “Oh, you’re stopping at a good place! Couldn’t you read just a bit more?” Familiar pleas in any family. The speaker could be a young child who has pulled out a favorite book or an older child speaking for the whole family as they sit sprawled, relaxed and content, one evening in the family room with mugs of hot chocolate steaming beside each one. The Lord of the Rings has drawn everyone into its world, and nobody wants to stop.

Books! Books contain the throb of human life; the magic entrances, fascinates, sets alight imagination, opens doors of interest and curiosity, informs, and triggers questioning. Restless bodies become still and concen- trated—thinking is encouraged. Reading out loud together fosters warm ties in human relationships. The experience is shared, and then interesting and meaningful conversation ensues. Developing the ability and desire to pursue reading is education. That’s why in English universities you don’t “study history”; you “read history,” or law, or whatever.

Unfortunately, our generation suffers from the presence of a compul- sive box that spews out time-consuming, addictive fare. TV! The personal growth possible through reading, conversation, life, is not possible for many children and adults today. The priorities are wrong. Often there is no time left for the really important things in life.

Concerned families and teachers know that the number one priority in society is a functional family unit. This doesn’t mean merely a location called “home” where meals are served and the car garaged. Parents have to create something; they have to give priority to “family life”—which takes time, energy, and discipline. Family life includes, for instance, routines such as mealtimes with shared conversation, cleaning up the yard together, reading through a whole book as a family, time spent with one child, etc. This is life.

This is education. I’m personally very encouraged by the growing numbers of people who realize this, who realize they don’t have to be dragged along by the patterns of our increasingly confused society. They realize they are responsible, and there are good alternatives that work. One indication of this trend is the increase of home-educated children. Another is the fact that new ways of organizing more fexible schools are being found, within which the parents share the responsibility and activities. Then we must consider the children whose parents can’t or won’t give them these riches at home. Can teachers help? Yes. With books! Magic that gets through to the most bored and restless child! Yet they cannot be “dry” books, such as many textbooks. They must be open doors that woo children into something living. This guide to good children’s books will indicate many such choices.

“Today we’ll not start with any schoolwork. Let’s put our chairs in a circle. I have such a good story, I want to share it with you.” And the group will bite the bait as you read, say, The Lion, the Witch and the Wardrobe by C. S. Lewis. Maybe the class will come alive to the love, romance, and fas- cination of books. What did they come to school for? To be bored by pages and pages of workbooks? To decide they hate learning? To be tested so that grownups can be satisfed making graphs about them or analyzing them on computers? Meanwhile our children perish. That greatest and most beauti- ful resource—the child—is lost, having been allowed to waste away with a malnourished mind. Atrophied brains! That is what I see around me in my country. Poor America! And we enjoyed such a good heritage.

This is where our Christian roots gave us a priceless infrastructure. We had the frm undergirding of truth: God’s reality as communicated in His Word. Human life with value and love, knowing where we’re going and why there is evil and what to do about it. We were given responsibility, free choice, and creativity, all of life—abundant life. God is the God of life, love, and reality. We can enjoy the creativity of other persons, and we are to do so. That was what education was all about, and Christians should look for the “real thing,” not some shoddy copy. So the child should be led to truly good books—the originals, or classics, if you will.

We live in a fallen world; that is what those of us who accept the Christian faith think. But God’s people, as we read about them in the Bible, could face what other people think—their ideas, their mistakes. So we needn’t be afraid of other cultures, other viewpoints, when reading books to children.

It is a sin to brainwash another person. We are to inform people and teach them the truth. If you are a Christian, then you have a responsibility to communicate God’s Word to others. It means living as God intended. But we aren’t to insist on blinders so that children can’t understand what other people think. In other words, go ahead and read a wide spectrum of books. Talk over together ideas you don’t think are right. Many times children will comment themselves on the content and ideas in a book. This is strengthening.

Interested? Tired of jaded, nonthinking kids and falling literacy statis- tics? Discouraged about education that doesn’t educate? My husband and I searched for answers and came across a great British educator who worked at the turn of the century: Charlotte Mason. She discarded most textbooks in favor of “living books” and life itself. The children thus “brought up” went on to become thinkers, writers, lovers of learning, contented persons. I was so excited by the way these ideas helped our own children that I wrote a book about it, For the Children’s Sake. Although written with a Christian worldview, the book’s ideas are true to all children and life, and many have found these applicable in any case. I believe these ideas are needed more than ever by the children in our inner cities, those with “low self-esteem,” those with no “identity” or inner riches—the children of today.

After writing the book, I was inundated with pleas from parents and teachers and adults who said, “I missed out as a kid. Please, I want to start now myself.” They all asked: “Can you tell me which are living books? What can we read? Where do we start?”

Elizabeth Wilson spent a year researching books of quality in many categories. Books for younger children, books for older children. Not text- books, but books that they’ll enjoy reading. And now she has added the best books that have been written since the frst edition was published. Here they all are.

Keep the treasure hunt going! Once bitten, you’ll want to discover many other books you’ll love. One other caution: We’re all different. Each person is attracted by slightly different books, different writers. Don’t expect each book to be right for everybody!

If you’re new to all this, choose from the literature section frst. And good reading to you!

Susan Schaeffer Macaulay

CHILD LIGHT (CHILD LIFE)

Charlotte Mason’s practical ideas were so good we’ve tried to go one step further than merely explaining them in the book For the Children’s Sake (Crossway). Hence this guide to the best children’s books available. Books Children Love will go a long way in helping you begin to put the ideas in my book into practice in your family or classroom. You can even safely stop school for a few years and feast on good books and right living! Your children or students would experience childhood with a lot more zest and vigor. And they would not lose out, by the way.

In time comprehensive guides to grade-related curriculum will be available, published also by Crossway Books. These guides will be invaluable to schools and home schools wishing to implement Charlotte Mason’s principles.

We had to rename “Child Life” due to an unrelated magazine already using that name. We are continuing under the new name Child Light. If you wish information on other material available (including tapes on home education, etc.), newsletter, and future seminars, write to:

Child Light (Child Life) Sound Word Association P. O. Box 2035 Michigan City, IN 46350, USA

Susan Schaeffer Macaulay

INTRODUCTION

During the ffteen years since Books Children Love was frst published, it has been good to learn that many parents, teachers, and others have continued to fnd it helpful and have taken the book to their hearts. This newly revised edition combines the timeless classics and other fne books of the original edition with a wealth of wonderful new selections, each of which I read in its entirety.

To say that it is even more diffcult today than it was in 1987 to fnd well-written books that refect traditional Judeo-Christian values simply states a reality consistent with cultural trends—but fne books are still being written. Finding these books and introducing them to parents, teachers, and others concerned with the whole-person needs of children is the reason for this book’s existence.

Readers already familiar withBooks Children Love may recall the role in its background of Charlotte Mason, an inspired educator of the past, and of Susan Schaeffer Macaulay and her husband, Ranald Macaulay, who were developing an educational philosophy that would meet the often expressed needs of parents and children. The Macaulays were drawn to Charlotte Mason’s recognition of the crucial importance of fne books in the education and character formation of children. Susan Macaulay is the daughter of Edith Schaeffer and the late Dr. Francis Schaeffer, founders of L’Abri Fellowship and internationally known writers. Both of the Macaulays have also written several widely read books. In For the Children’s Sake (Crossway, 1984) Mrs. Macaulay has effectively discussed the basis for their approach to childhood learning.

My own involvement in the project came about as the Macaulays and I shared our mutual interest in the education and nurture of children and of the signifcant part worthwhile books should have in their lives. With my own background in literature, researching and writing an extensive chil dren’s book list was a project I undertook with great enthusiasm.

One of Charlotte Mason’s foundational concepts was that it was of pri mary importance for all children to be comfortably at home with books and to be provided with excellently written, interest-holding books on as wide a range of topics as possible—books that also embodied ideas and ideals in harmony with traditional values. She called such works “living books,” and her own extensive experience as an educator had demonstrated conclusively that when a child has an ongoing relationship with such books, he or she is willingly participating in the most effective form of education.

Books Children Love was written to provide information on a broad range of books. Hundreds of books from more than two dozen subject areas are listed, with comments on each book designed to give readers a clear idea of its tone and content. A variety of books provide fne literature and its insights into human nature and experience; knowledge about places, people, events, processes, causes, effects—all absorbed as the child reads. This hap pens whether the book is a well-told story, an equally well-written biography or history, a book showing great artists’ paintings, or simply a well-crafted book on how to successfully grow a vegetable garden. At the same time, the “nuts and bolts” kind of knowledge is also being absorbed: Vocabulary is built, reading and spelling skills are greatly aided, and repeated exposure to various models of good writing help the reader learn to put his or her own thoughts into an effective written form.

Of even more signifcance are the moral and ethical (and often spiritual) values conveyed by books. When a child identifes with either a real or a fctional character who demonstrates courage, faith, honesty, determination, kindness, or any one of the qualities so important to nurture in a child’s own character, all those values are reinforced in the child’s consciousness. When the effects of dishonesty, unkindness, carelessness, hypocrisy, and other wrong behavior are observed in the course of a story or a nation’s history, the truth is learned with lasting effectiveness.

The story itself (whether fact or fction), its setting, and fne writing combine to hold the interest of the young reader; but at the same time solid values are reinforced, helpful ideas are introduced, and the child’s lifelong supply of general knowledge is enjoyably increased. Other living books show a child how to prepare for a camping trip, how to care for pets, how to learn more about nature, how to create a great variety of crafts. Still others share exciting discoveries or enter the world of artists and their work. The examples just given mention only a few of the list’s subject areas, and in that connection it is important to emphasize that any list such as this one is essentially unfnished—both because it cannot possibly include all the fne books available, and because more excellent new books are written each year. It is hoped that this book will be used simply as a start, and that once readers become more aware through the book’s pages of the richness and diversity waiting for their children in the world of books, they will continue to seek out on their own the kind of books to which they have been intro duced, or reminded of, in this volume.

Another matter of signifcance is the criteria used in the selection of the books. The frst criterion was the essential starting point that a book must readily catch and hold a reader’s interest. Then, depending upon the category and purpose of the book, it should do some or all of the following—provide a “magic carpet” to transport a child to faraway places; offer fascinating insights into lives different from his or her own; give sheer joy or wholesome entertainment; increase understanding of that which is true and real; incor porate signifcant ideas or issues in a natural and credible manner; stimulate imagination and creativity; encourage logical thought, curiosity, and ques tions; provide clear, accurate information on a specifc topic.

The second criterion relates to the literary quality of the writing itself. This is, of course, inextricably bound up with the qualities mentioned above, for it is writers with gifts of imagination, understanding, and vision, a supe rior grasp of language use and a pleasing style, who are able to create books that do the things we have just talked about. In this regard it has been impor tant to distinguish between “good intentions” and fne writing. The fact that a writer may wish to convey either some worthwhile truth or some exciting experience (or both) does not in itself qualify his or her work as good, and I have excluded books of any category in which the writing is poor. This does not mean that I have confned the list only to books of the very highest literary excellence; there is a good proportion of such books, but also a solid representation of material that is very good in relation to its function and that, though it may not be timeless literature, is well-crafted and effective.

The fnal criterion applied has to do with the implied values of the writer as revealed in his or her work. The list includes books by both Christian and non-Christian writers, and a wide range of people in varying circumstances are found in the books—some of them children in very diffcult situations. It is important for children to have an informed awareness and an ever growing understanding of reality as it exists outside their own immediate experience. I have, however, chosen not to include books that refect a per verse view of human life, that exploit deviant behavior, or that undermine or attack basic Judeo-Christian moral and ethical values. Parents and others involved in caring for, teaching, and nurturing children do need to be aware of what children are reading.

In conclusion, I would like to speak from my heart and from my own experience. It is diffcult to emphasize enough just how important parents (or other caregivers) are in helping children to be at home with books, to become a part of this ongoing relationship that can be so signifcant in a child’s life. Reading “living books” with ease and joy is not simply a means of success in school and later career enhancement, not just a valuable aid to building character and to learning important truths. It is a gift that enriches life always in countless ways and that strengthens family relationships—the shared joys of favorite stories, of discussions about ideas and people, of skills learned together with a book’s help, of faraway places brought into the home as Mom or Dad reads aloud. Such times are never forgotten and become a part of the bonds between parent and child, between sisters and brothers, long after children become parents themselves. Homes should overfow with good books; libraries should be loved and often visited; from the very beginning of life children should see and hear their parents reading. Parents need to read to little ones as often as possible; children should be encour aged to talk about what they have read. And if parents haven’t had happy reading experiences in their own childhood, they need to determine that this will not happen to their children. To be at home with books, children need book-loving homes.

If Books Children Love brings children and fne books together, it will have served its essential purpose. It is a book that was written with love—love for children with their wonderful questing minds, their lives of yet-undreamed, unshaped possibilities; love for language, for ideas, for imagination, for knowledge, for all that is a part of the inexhaustible rich ness of the world of books; and, above all, with a love for God and for all He has made and done and given—truth, beauty, love, infnite diversity—for He called it very good.

NOTES ON THE BOOK’S ORGANIZATION

As the Table of Contents indicates, the books are divided into subject areas. In each category books are arranged alphabetically as in a library, with the author’s name frst. The one exception to this is in the Biography section in which, also as in a library, the books are arranged alphabetically by the last name of the subject of the biography (that name appears in a heading above an entry, or entries, related to the biographical subject).

Following the author’s name is the name of the book and then various brief informational items. The last of these items (shown in parentheses) are suggested grade levels—for example, (ps=preschool). These levels, however, are not to be taken in a rigid sense or as a restricting guide as to when a child should be ready for a certain book. Readiness varies widely with individual children, and suggested grade levels shouldn’t be used in a way that will either discourage or limit a child’s reading—or, on the other hand, attempt to urge him or her on ahead of individual readiness.

In the main Literature sections the books are grouped in three grade levels for the convenience of the reader: Level I—ps-grade 2; Level II—grades 3-4; Level III—grades 5-6-up. As to the categories of literature, a few words of explanation about two of them may be helpful. Fantasies, Talking Animal Stories includes stories (other than fairy tales, myths, and legends, which have categories of their own) that are not limited by pragmatic reality. In addition to stories that transcend space, time, or the world as we know it, this section also includes all stories about animals who behave as human beings. This latter group may be largely realistic in events and interaction of characters but is complete fantasy in its use of animals who function as human beings—even if in some stories they are animals in most respects but talk together as only humans can. The Historical category includes all realistic stories written either about or during any time before 1930. In other words, books by writers such as Louisa May Alcott or Lucy Maud Montgomery were not historical when they were written, but they have now become so, whereas stories by Rosemary Sutcliff or Elizabeth George Speare have been written in modern times about the past and are also historical.

It should be noted that most of the older children’s classics are published by a number of different publishers, sometimes changing many times. Most of the entries include the original publication date in parentheses. A quick check of Books in Print in your library’s reference department will show all currently published editions. A current problem is that some of the fnest of the old classics have been issued in a variety of abridged, condensed, and revised forms that trivialize, “dumb down,” and often destroy the basic character and atmosphere of the originals. While there are a very few cases in which minimal changes made by a qualifed editor of great intelligence and literary skill make a particular book more accessible without changing its essential nature, this is not the case with the mass of the above kinds of alterations. Whether it involves a book in the library or one in a bookstore, it should be looked at carefully to be sure it contains the text as the author wrote it; otherwise it is unlikely to contain the qualities that make it unique and that are the most rewarding to its readers. Many libraries still have the older books with original texts even when they add some of the simplifed editions, but some collections are increasingly at risk as old books are some times ruthlessly discarded to make way for the new.

As to whether a book is in or out of print, while some titles remain consistently in print, others drop out (and sometimes back in) every year. Fortunately, a great many out-of-print titles still remain on library shelves. In this revised edition of Books Children Love I have retained some especially fne books that are currently out of print but are readily available in many local libraries and through interlibrary loan requests. Finally, a good book is worth trying to track down. The Internet has put many smaller bookstores out of business, but it has also made it easier to search for books, including titles that are out of print. Websites such as alibris.com feature listings from thousands of used-book dealers.

1

ANIMALS

Domestic Animals, Pets, Zoo Animals

Burnford, Sheila. The Incredible Journey. Yearling Books, 1996 (1960), 148 pp. (5-up).

Primary listing under Literature: Level III, Realistic Stories—Modern

It is Burnford’s wonderful portrayal of the character and personality of each of the lost pets (two dogs and a Siamese cat) that has made the book a modern classic and sustained its popularity for four decades. As the three make their hazardous way home, their suspenseful adventures reveal the distinctive nature of each pet and the interaction among them—something the flm based on the story couldn’t adequately do. A very special story for animal lovers.

Engfer, LeeAnne. My Pet Hamster and Gerbils. Lerner Publications, 1997, 64 pp. (2-up).

Small, furry animals that can live comfortably in a moderately-sized cage have become increasingly popular pets for children in today’s more than busy households. Engfer’s practical and clearly written book helps children take a large share of responsibility themselves for the selection and care of hamsters or gerbils (though some adult oversight is, of course, always needed). The species types to choose from are described and pictured in color photographs, as are the details of care and feeding, what to look for in monitoring the pets’ health, and what activi ties the animals enjoy. A glossary of terms related to these animals is included, as well as a list of several organizations that can provide additional information. One group, for example, advises schools in creating classroom displays of rodent pets.

Gutman, Bill. Becoming Your Bird’s Best Friend. Illus. by Anne Canevari Green. The Millbrook Press, 1996, 64 pp. (4-6).

This general survey of the nature and needs of pet birds focuses especially on how to establish a loving and rewarding relationship between a young owner and his or her pet bird. The writer profles several different types of birds and includes practical care and feeding information and guidelines. He wants primarily, how ever, to help the owner understand the bird, to know why it does specifc things, and most of all to learn how to meet the bird’s emotional need for attention and company. Gutman writes with warmth and humor, and the text is further enliv ened with amusing drawings in color. A note for prospective bird owners: Even if you plan to acquire a manual on your particular species of bird, this book is the one to read before you select your bird—and to keep handy to refer to as you try to develop a happy, trusting friendship with your pet.

Hansard, Peter. A Field Full of Horses. Illus. by Kenneth Lilly. Candlewick Press, 1994, 24 pp. (ps-4).

There is something about horses that strongly appeals to most children. Is it the way they move and their glossy coats and swishing tails? Is it the proud way they hold their heads, gazing calmly out of large, beautiful eyes? Or is it the way they look when they trot and gallop, rear and buck? As the narrative proceeds, horses of varying colors and types are seen in a great variety of stance and move ment. The author speaks conversationally about the horses, wonders about the horses, and involves the reader in wondering and asking too. So seemingly casual, the writer’s just-right choice of words is matched perfectly with the illustrator’s outstanding drawings, many of which are accompanied by little hand-printed informational notes. This book will satisfy children’s eyes, answer many questions about one of their favorite animals, and give them new ideas to wonder about.

Herriot, James. James Herriot’s Treasury for Children. Illus. by Ruth Brown and Peter Bennett. St. Martin’s Press, 1992, 246 pp. (ps-up).

Real-life Yorkshire veterinarian James Herriot didn’t just take care of a great variety of animals, both pets and “working” farm animals—he wrote about them too. Eight of his books are written especially for children, and this beautiful, big volume contains all of them. Eventful and often suspenseful, the stories all refect Herriot’s endless love for the animals he spent his life among. This book is well seasoned with his inimitable humor—a wonderful choice for the whole family to enjoy together.

Lee, Barbara. Working with Animals. Lerner Publications, 1996, 112 pp. (4-8).

Working with animals is often an appealing idea to children. Some dream of becoming a veterinarian, a wildlife specialist, or a zookeeper. Others simply have a lively interest in what such people do in their day-to-day jobs. Writer Barbara Lee interviewed and observed a dozen people who work with animals (each in a different branch of the feld) and provides a well-balanced picture of what each one does—often in his or her own words. None of them glamorizes the work, which in every case is demanding and often requires specifc college and graduate level preparation. Competition for such jobs is usually intense. Particularly in the less educationally demanding areas, many of the people profled were able to enter the feld only after volunteering and becoming familiar with the work on their own time. But all of these people are doing what they love to do—and doing it with determination, commitment, and immense satisfaction.

MacClintock, Dorcas. Animals Observed: A Look at Animals in Art. Charles Scribner’s Sons, 1993, 56 pp. (Art, all ages; text, 5-up).

Primary listing under Art

This collection of drawings, paintings, and sculptures by artists who were espe cially interested in animals is almost in the “something for everyone” category. The pictures are wonderful, from the page facing the introduction with its colorful painting of a wildcat gazing with narrowed eyes from its secure perch in a tree, to the little sculpture on the last page of a calf nonchalantly scratching its neck with a hind foot. In between are giraffes, zebras, bears, dogs, monkeys, horses, and many more. Then there is the very readable text, which not only puts each animal and its portrayal in the context of its era, its setting, and its artistic creator, but also succinctly provides information about the particular kind of animal. In the case of animals that have been moved from their natural homes, the book tells their individual stories. Younger children will love the pictures and mini-stories, and all other ages, including adults, will fnd much of interest.

Maxwell, Gavin. The Otter’s Tale. Dutton, 1962, 124 pp. (4-up).

A warm, appealing story of Mijbil, Edal, and Teko, pet otters, and their life with writer Gavin Maxwell. This true account is not only excellent because of its interesting story and irresistible photographs, but it indirectly makes an important point about the amazing possibilities that exist in relationships between people and animals—when the people are informed, concerned, and willing to meet the animals’ needs. The lengths to which Maxwell goes make it quite clear that the ownership of an animal should involve a serious commitment. Fortunately, most pets don’t have the extensive needs of an otter, but as a child reads of Maxwell’s responsible care of his delightful pets, he or she can also see in a new way that whether one has a hamster, a lizard, a dog, cat, or other pet, a choice should always be made—either a faithful commitment to learn about and meet the ani mal’s needs or a decision not to have a pet at all.

Maze, Stephanie and Catherine O’Neill Grace. I Want to Be a Veterinarian. I Want to Be . . . Series. Harcourt Brace and Co., 1997, 48 pp. (5-up).

The frst step for an animal-loving child toward fnding out if he or she would like to become a veterinarian might be to read a book like this one. Offering a broad range of introductory information, the book briefy surveys the work of veterinarians, from small-animal community practices, such as the one to which a reader’s family might take their pets, to medical care for farm animals and riding horses. The work of veterinary specialists—as wide-ranging as that of doctors who treat people—is discussed. Included are veterinarians working at aquariums and zoos and those in research and in wildlife programs both in the United States and abroad that work to save endangered species of animals and birds. Veterinarians also teach in the veterinary medicine programs of universities and colleges and a few multitalented vets go on to become authors as well. Also a variety of careers are open to those who want to become veterinary technologists. The text is accompanied throughout by a wealth of colorful, informative photographs. A useful section offering sources of additional information concludes the book.

Morley, Christine and Carole Orbell. Me and My Pet Fish. Illus. by Brita Granström. World Book Inc., 1997, 32 pp. (3-up).

An enjoyable and practical little guide to the care of goldfsh. Colorful draw ings and photographs enliven every page. Starting with background information and a brief discussion of the many varieties of colors, shapes, and distinguishing features among goldfsh, the book then takes the reader step by step through the essentials—what to look for in buying a healthy fsh, the size a tank needs to be in relation to the number of fsh, the needed (and optional) accessory equipment, and guidelines for feeding. One requirement that will surprise many people is that the fsh tank should not simply be flled with tap water. The water must be treated with a liquid dechlorinator (available in pet stores), as chlorine is harmful to fsh. Concluding the book is a little section on the care of goldfsh in an outdoor pond and a brief glossary of relevant words.

Muir, John. Stickeen. Heyday Books, 1990 (1909), 96 pp. (4-6).

A true and unusual dog story by the mountain man/naturalist of Yosemite fame. Unlike many dog stories, particularly those written some years ago, this one is not even slightly sentimental and is out of the ordinary both in the nature and actions of the dog and in the amazing experience Muir recounts of the perilous walk on the glacier. (A good biographical preface on Muir is included.)

Owl Magazine Editors. The Kids’ Cat Book. Greey de Pencier Books, rev. ed. 1990 (1984), 96 pp. (3-8).

Put together by editors of Owl, the Discovery Magazine for Children, this is an informative and entertaining mélange. Its varied content includes a range of background facts about types of cats, cats in the wild, a look at various kinds of pet cats, suggestions on choosing a kitten, and care and feeding tips. There are cat related puzzles and brief cat stories, with a wealth of drawings and photographs illustrating the text. This is a great book for a youngster to read either in prepara tion for having a pet cat or simply to enjoy its extensive and pleasing content.

Owl Magazine Editors. The Kids’ Dog Book. Greey de Pencier Books, rev. ed. 1990 (1984), 96 pp. (3-8).

A companion book to The Kids’ Cat Book (above), this compilation includes a similar diversity of content, providing factual background information about the canine family in general and about specifc types of dogs. Practical pet-related advice and training tips are given clearly and often in a humorous vein. Readers may especially enjoy a section on “Real Life Wonder Dogs.” The book is lavishly illustrated throughout with photographs and drawings. The material in this and its companion book is not simply informative and entertaining, but it also pro vides helpful models for young students as to how to research a specifc subject, clearly categorize and organize each part, and then supply supporting details and examples for each part of the topic.

Patent, Dorothy Hinshaw. Miniature Horses. Cobblehill Books/Dutton, 1991, 48 pp. (4-up).

Few children can resist the appeal of miniatures—especially those that bear a faithful, accurately proportioned likeness to whatever larger object they represent. In the world of animals, there are few true miniatures to be found, but over the years one animal successfully miniaturized has been the horse. (It should be noted that miniature horses are not the same species as ponies.) Patent’s well-written book tells of the creation and development of these tiny horses no larger than a big dog, discusses the two types of horses the miniature breeders have chiefy worked on developing, and goes on to provide a wealth of information about the little horses, both as show favorites and also as pets. Miniature horses are not just enjoyable to see, but they have gentle, people-friendly natures that make them ideal pets. A mini can be ridden by a child up to sixty pounds and can pull a small cart and its passenger. Excellent color photographs illustrate every aspect of the text.

Pullein-Thompson, Diana, editor. Classic Horse and Pony Stories. Illus. by Neal Puddephat. DK Publishing, 1999, 96 pp. (4-up).

Primary listing under Literature: Anthologies

A number of the selections in this beautifully illustrated collection are excerpted from favorite classic books. Horse and pony stories are among most youngsters’ favorites, and these are some of the best. Well written, full of action and suspense, and exemplary of fne values, each story is a pleasure to read. For more details, see the entry under its primary listing category shown above.

Rosen, Michael J., editor. Purr . . . Children’s Book Illustrators Brag About Their Cats. Harcourt Brace and Co., 1996, 42 pp. (k-5).

In this lighthearted collection, forty-three well-known illustrators of children’s books each contribute a page of drawings and a little story about their most mem orable cat. From Scaredy Kate who had kittens in the closet among the sneakers (the kittens were promptly named Adidas, Nike, Converse, Etonic, and Reebok) to Tuxedo who simply wouldn’t learn any social skills, from Zazou and Pearl to Wendy and Groucho, each cat is a unique individual whose whimsical stories amaze and amuse. Beyond the fun of it all is a serious and worthwhile purpose: The book royalties and a portion of the publisher’s profts are donated to The Company of Animals, a fund that provides grants for veterinary services, homes for stray animals, and aid for the pets of the elderly and the ill.

Schmidt, Jeremy. Village of the Elephants. Walker and Co., 1994, 30 pp. (2-5).

Primary listing under History and Geography

In a tiny village near India’s southern tip, each family has an elephant. Owned by the government, the elephants work in India’s logging industry, and the men of each family are their drivers (mahouts), fully responsible for their care. The relationship between the elephants and their human working partners is one of the closest such alliances known in our world. The elephants are not grouped together in their non-working hours; each one is tethered to a tree beside its mahout’s small home, a vital part of that family’s life. Traveler and writer Jeremy Schmidt, along with photographer Ted Wood, introduces the reader to a village full of elephants, to one in particular, Mudumalai, and to the boy, Bomman, who is learning to be a mahout and who gives Mudumalai his bath every morning. This view of elephants is very different from the usual zoo or circus perspective—one well worth seeing.

Schomp, Virginia. If You Were a . . . Veterinarian. If You Were . . . Series. Benchmark Books, 1998, 32 pp. (2-4).

This introduction to the work of a veterinarian is put together well. The approach is brief and simple, well suited to children in the early grades. Illustrated with an effective selection of color photographs, the book, in a conversational, informal tone, shows and tells about veterinary work in a variety of settings. These range from the city offces where family pets make up most of the patient list, to the rural practices with their treatment of cows, horses, goats, and sheep. Both in the city and the country, vets may care for injured wildlife brought in by good Samaritans. Finally, zoos and wild animal parks require veterinarians who can treat the wide range of animals in their care. Young readers will enjoy learning about the interesting variety in veterinary practice and will gain understanding of how the work is done.

Simon, Seymour. Pets in a Jar: Collecting and Caring for Small Animals. Puffn Books, 1979 (1975), 96 pp. (4-up).

A child who likes to observe the behavior of a small species of wildlife, and who would enjoy creating an environment in which such a little creature could thrive, will fnd this book most helpful. The two opening chapters focus on gen eral selection, collection, and care notes. Simon then goes on, in six separate chap ters, to focus individually on ffteen kinds of possible “pets in a jar.” Planarians, tadpoles, earthworms, crickets, and hermit crabs are just a few of the possibilities. An experienced elementary and junior high science teacher, Simon brings a good background of factual knowledge to his writing. All the animals discussed in the book have been kept and observed in either Simon’s classrooms or at his home.

Smith, Roland. Inside the Zoo Nursery. Cobblehill Books, 1993, 58 pp. (4-up).

When visitors at a zoo see the baby animals in the zoo nursery, some may not realize that every little creature there represents a problem of one kind or another. Because, of course, if everything has gone perfectly in the baby’s birth and infancy, it won’t be in the nursery at all, but with its mother. The nurseries are there to meet the zoo babies’ needs when something goes wrong for them, and this infor mative book discusses a variety of circumstances that can put a baby animal in the nursery. The writer describes how each problem is handled, what equipment is used, and how each baby is prepared to get back into the mainstream life of the zoo—or to be sent to a new home—when the baby is ready. Excellent color photos complement the substantial, well-researched text. When young readers next visit a zoo, they will enjoy knowing more about the nursery and its care of the problem babies.

Wegman, William. ABC. Hyperion, 1994, 56 pp. (ps-up).

Primary listing under Language

An unusual and entertaining ABC in which photographs of Weimaraner dogs, meticulously posed, form each letter. Still more dogs are used in amplifying the book’s instructional aspect. The author’s clever text and often hilarious photo graphs make this an effective as well as enjoyable alphabet book. At the same time the book offers children many pages of pictures of the dogs Wegman uses so innovatively.

Ziefert, Harriet. Let’s Get a Pet. Illus. by Mavis Smith. Viking, 1993, 32 pp. (all ages).

Both practical and entertaining, this well-thought-through book is an excel lent source of help for anyone considering getting a pet. Colorful, informative, and amusing illustrations accompany every detail of the text. Using a two-parent, two-children family as her examples, the writer starts with a series of questions prospective pet owners should ask themselves. Then she specifes the commitment involved and the range of care various pets require, discusses the general charac teristics of a variety of possible pets, tests the extent to which each prospective owner would be willing to do necessary but unpleasant tasks in pet care, and concludes with the fctional family’s fnal analysis and choice of a pet.

2

ART AND ARCHITECTURE

Aaseng, Nathan. Building the Impossible. The Oliver Press, 2000, 144 pp. (5-8).

Today the new record-breaking heights of buildings, lengths of bridges, and sheer immensity of a project’s scope receive little lasting attention and bring little fame to individual architects and builders. Such undertakings now involve a number of equally responsible professionals, all of whom rely heavily on complex computer calculations and the bank of technical knowledge accumulated over time. This is very different from the work of the great builders of the past, the “innovators” who, without any of our contemporary technology, launched out into unknown territory and created structures that had previously seemed impos sible. Writer Nathan Aaseng has profled eight builders and their precedent-mak- ing structures, from Imhotep (of about 2700 b.c.) and the Step Pyramid of Egypt to William Lamb and the Empire State Building in twentieth-century New York. Aaseng enriches his narrative with relevant—and often fascinating—biographical information about these builders with extraordinary vision. He puts each project in a clearly described context of related political and economic conditions, and he provides a lively recounting of the building techniques, obstacles overcome, and often surprising events along the way.

Corbishley, Mike. The World of Architectural Wonders. Peter Bedrick Books, 1996, 45 pp. (4-8).

An attractively presented survey of fourteen noted architectural sites of the ancient world, the book ranges from Roman and Greek ruins to the deserted Incan city of Machu Picchu; from Jordan’s stone city of Petra to the American cliff dwell ings of the Anasazi. Illustrated with excellent photographs and precisely detailed drawings (all in color), the book includes a surprising quantity of well-coordinated information on each entry. Pleasure and wonder are reason enough to experience this book, but, in addition, learning of the existence of each of these historic struc tures (or group of structures) and having an idea of what they are like is part of the general knowledge with which children need to be equipped. This book provides an enjoyable and informative introduction to ancient buildings and cities that they will see pictured and hear mentioned throughout their lives—and which they will encounter in a variety of classes as they move through their education.

Curlee, Lynn. Liberty. Atheneum Books for Young Readers, 2000, 42 pp. (2-6).

Primary listing under History and Geography

A comparatively small number of those who can identify pictures of the Statue of Liberty—or even of those who have seen this national monument for themselves—know its full story. First proposed by a French professor, Édouard de Laboulaye, the statue became the creative passion of a gifted young sculptor, Frédéric-Auguste Bartholdi. Laboulaye envisioned the sculpture as “a monu ment to the frst 100 years of American independence and a gesture of friendship between two nations”—America and France. This concept ft Bartholdi’s taste perfectly, for he was strongly attracted to monumental art and to classic Greek or Roman sculpture. This heroic mode, in turn, was eminently suited to Laboulaye’s vision of the statue as a symbol of the freedom for which America had fought.

The entire project was immense—not only in size but in complexity. The statue’s exterior was to be fabricated of sheets of copper done in sections. The hollow interior would, of course, need a complicated support framework to hold the statue up. Just the copper shell weighs more than thirty-two tons, and the fnished statue is more than 151 feet high. Curlee’s account of how this problem was solved is fascinating. Other equally intriguing and often surprising aspects of the statue’s creation are included, and the writer’s clear and lively narrative makes for both enjoyable and informative reading.

de Treviño, Elizabeth Borton. I, Juan de Pareja. Farrar, Straus and Giroux, 1987 (1965), 192 pp. (4-7).

Primary listing under Literature: Level III, Realistic Stories—Historical

This fne story of Juan de Pareja (fctionalized but based on reality), who spent most of his life with the famed Spanish artist Velázquez and his family, provides wonderful insights into the work of an artist and much information about art in general. The account of Juan’s life is in itself fascinating. Born into slavery in early seventeenth-century Spain, he endured great hardship as a young child. But later he became a trusted member of the Velázquez household, a knowledgeable assistant and friend to the artist, an artist in his own right—and a free man.

Fisher, Leonard Everett. Alphabet Art. Simon and Schuster Children’s Books, 1984 (1978), 64 pp. (5-up).

Primary listing under Language

An unusual compilation, the book includes large two-page spreads of thirteen different alphabets (Arabic, Gaelic, Thai, for example) and is rich in a variety of artistic qualities. Each alphabet is introduced with an illustration and an inscrip tion written out in the related language. The layout of the alphabets invites the reader to attempt to graphically duplicate these fascinating, strange symbols. An excellent choice for an art unit related to calligraphy.

Greenberg, Jan and Sandra Jordan. Frank O. Gehry: Outside In. Dorling Kindersley Publishing, 2000, 47 pp. (5-9).

Primary listing under Biography

This lively picture biography takes the reader into the life and work of Frank Gehry, one of today’s most notable architects. For years he was a successful cutting-edge designer of innovative buildings. But it was his creation of the Guggenheim Museum in Bilbao, Spain (opened in 1997), that catapulted Gehry into worldwide recognition and acclaim. The museum’s outside surface is of titanium, glowing in sun and shade, creating ever-changing refected hues; its swooping, free-fowing forms and calculatedly slanted angles rivet the gaze; the effect is breathtaking even in photographs.

As a graduate student, Frank Gehry saw an exhibit of paintings by the French architect Le Corbusier and observed that the forms Le Corbusier used in his archi tecture were based on organic shapes he had used in his paintings. Gehry realized that as an architect, he wouldn’t have to stay within the rigid shapes followed by most buildings. “That’s when I threw the grid away,” he exulted, “and said, ‘Man, there’s another freedom out there, and that’s the place I want to be.’”

Children are especially open to unconventional and imaginative forms. Thus innovative shapes in architecture in this book provide another opportunity for a creative stretching of the mind and the vision, a vital part of growing and learning. This is an enjoyable, exciting, and informative book in its writing, photography, and typography. A glossary, bibliography, and list of locations where some of Gehry’s work can be seen complete the volume.

Guarnieri, Paolo. A Boy Named Giotto. Translated by Jonathan Galassi. Illus. by Bimba Landmann. Farrar, Straus and Giroux, 1998, 24 pp. (2-5).

A fctional story about a real person, the famed Florentine painter and architect Giotto di Bondone, known simply as Giotto (Jôt´tō), c.1266-c.1337. As is often the case with famous people of the distant past, we know few details of Giotto’s life. It is thought that while still a shepherd boy, he met the artist Cimabue, who later became his teacher. However, there is no absolute evidence even of that, only that he was Cimabue’s student. Giotto did leave behind his sheep-tending and did become a noted artist, considered by art scholars to have been a major infuence for positive changes in art that continued long after his death. His paint ings and buildings can still be seen in various locations. In this, Guarnieri’s frst book for children, he makes up a story about little Giotto out on the hillsides with his father’s sheep, drawing pictures on stones and in the sand. Giotto longs to spend his life as an artist. When the noted painter Cimabue visits their little town, Giotto sees one of the artist’s beautiful paintings, manages to talk with him about his hopes, and eventually becomes Cimabue’s student. Landmann’s wonderful illustrations glow with golden tones, rich, deep color, and fascinating detail. A feast for the eyes.

Haldane, Suzanne. Faces on Places: About Gargoyles and Other Stone Creatures. Viking, 1980, 40 pp. (3-7).

An attractive introduction to architectural ornaments. Combining history and anecdotes, the writer tells how some of the fanciful creatures and comic faces seen on buildings are made. Excellent photographs illustrate each part of the concise text, and children will thoroughly enjoy applying the knowledge newly gained from Haldane’s book as they start focusing on gargoyles and other carvings on the buildings of their own communities or those seen in family travels. Not currently in print, this book is still on many library shelves and is worth looking for and requesting through interlibrary loan if necessary.

Hill, Lee Sullivan. Towers Reach High. Carolrhoda Books, 1997, 32 pp. (ps-3).

The simple format of this book, with its one sharply delineated photograph on each page and its brief text, will be enjoyed by young children. There is, however, the potential for a wider learning experience, which an adult sharing the reading with a child can develop. A tower of any kind, reaching up beyond the level on which we commonly live, appeals to the imagination and immediately signals a signifcance and purpose beyond the familiar routines of our lives. Each of the towers in the book—a lighthouse, an airport tower, a church steeple, and more than twenty others—can open up as wide a range of questions and conversational learning as the child and adult who share the experience may wish. Just start ing with the key questions as to why the tower was built, how it was used, and whether it is still being used that way will provoke much thought, some research and perhaps many more questions. A concluding feature of the book will be help ful in this regard—a photo-index with a tiny picture of each of the book’s tower subjects and a short paragraph of additional information about it.

Hines, Anna Grossnickle. Pieces: A Year in Poems & Quilts. Greenwillow Books, 2001, 30 pp. (all ages).

Primary listing under Literature: Poems and Rhymes

This delightful collection of seasonal poems illustrated with photographic reproductions of tiny theme-related quilts offers a blend of written, visual, and textural art. A riot of color and fowing form within the exquisite design and crafts manship of the miniature quilts is an unusual and rewarding artistic experience. Two pages about “The Story Behind the Quilts” complete this irresistible book.

Isaacson, Philip M. Round Buildings, Square Buildings, Buildings That Wiggle Like a Fish. Alfred A. Knopf, Inc., 1988, 121 pp. (5-up).

With a loving enthusiasm for the beauty and artistry of the world’s architec- tural treasures, the writer says, “A building has harmony when everything about it—its shape, its walls, its windows and doors—seem just right. . . .When each suits the other so well that they come to belong to one another, the building is a work of art.” Isaacson takes the reader on a guided tour through a fascinating diverse collection of pictures he has taken of buildings that are beautiful with that special harmony. The photographic quality of his pictures is outstanding. Some of the buildings are famous; others are not widely known. Some are magnifcent; others quietly restrained. All are a delight to see.

The author shares his appreciation of the buildings’ characteristics in clear, unpretentious language, providing basic guidelines for understanding the prin ciples of architecture and looking at buildings perceptively. The joy he feels in each example is contagious, and one couldn’t fnd a more pleasurable or effective introduction to architecture. The book concludes with a dozen pages of concise notes about each building—a splendid way of offering these details without slow ing the fow of the book’s text.

Kurelek, William. Lumberjack. Tundra Books, 1996 (1974), 48 pp. (4-8; all ages for art).

Also listed under Biography and History

A highly regarded Canadian painter, Kurelek created a vibrant gallery of paint ings to accompany his story of what it was like to be a lumberjack more than ffty years ago. Vivid colors, simplicity of line, and authentic detail all characterize Kurelek’s warm, realistic portrayals. This artist’s work is a good choice to be included in a study of modern painting, not only because of the quality of his work, but because the personal faith that informs his perspective gives his work a dimension to which many readers can especially relate.

Kurelek, William. Companion volumes: A Prairie Boy’s Winter. Houghton Miffin, 1984 (1973), 48 pp. A Prairie Boy’s Summer, Tundra Books, 1996 (1975), 48 pp. (4-8; all ages for art).

Also listed under Biography and History

As in Lumberjack (above), colorful full-page paintings face each page of text in these reminiscences of the artist’s boyhood on the Canadian prairie near the United States border. Visual and verbal pictures combine to make the world of the 1930s live again.

Kurelek, William. A Northern Nativity. Tundra Books, 1976, 48 pp. (4-8; all ages for art).

Twenty striking paintings accompany the unique text of this lovely book. Each scene pictures Joseph, Mary, and the baby Jesus set in the era of the Great Depression in the United States. At a long-ago Christmastime when he was twelve, the artist dreamed that Christ had come bodily to other places, other cultures. The radiant paintings symbolize the truth that Jesus did indeed come to all peoples for all times.

Kurelek, William, paintings and comments; Margaret Engelhart, additional text. They Sought a New World: The Story of European Immigrants to North America. Tundra Books, 1985, 48 pp. (4-8; all ages for art).

Primary listing under History

This distinguished Canadian artist was impelled by a deep longing to preserve the heritage from immigrant forebears for future generations. In the Prairie Boy books and Lumberjack (listed above), Kurelek captured the experiences of his youth growing up in Canada, the son of immigrants. In this story of the European immigrant experience, his insightful art brings the accompanying narration to life.

In twenty-eight paintings the account is spread before us in all its patient endur ing, grinding effort, and frequent isolation—but also with its festive gatherings and its hopes for the future. Kurelek wanted the children and grandchildren of these courageous people to remember and literally to see the reality in which they were rooted. In his intensely felt paintings Kurelek left them—and all of us—the poignant evidence of what it meant to seek a new world.

Lewis, Marguerite. Randolph Caldecott, the Children’s Illustrator. Alleyside Press, 1992, 48 pp. (4-up).

Primary listing under Biography