Showing posts with label illustrators. Show all posts
Showing posts with label illustrators. Show all posts

Wednesday, November 13, 2013

Review: Neville by Norton Juster

2011, Schwartz & Wade Books
New York, NY
Unpaged, $20.99 (hardcover)
ISBN: 9780375967658; OCLC: 649077295

Author
Neville was written by Norton Juster, author of the classic children's book The Phantom Tollbooth.

Synopsis
Melancholic over relocating and skeptical about making new friends, a young boy takes a walk through his drab, monochromatic neighborhood where he begins yelling the name, "Neville." After just a couple of shouts, he is joined by a neighbor boy who begins yelling for Neville, too. Soon a gaggle of neighborhood kids, and dogs, are yelling and howling for someone named Neville. Curiosity overtakes the group and they enthusiastically begin asking the new boy all about Neville -- the boy in which they were all calling. As the boy answered more and more questions, someone cried out, "I like Neville already!" When the kids began parting company to make their way home, the group consensus was to meet up again tomorrow to continue looking for Neville. Feeling much better about the move, the boy's walk back home is illustrated in color. At bedtime readers learn the boy's name when his mother tucks him into bed and whispers, "Good night, Neville, pleasant dreams."

Illustrations
Illustrations for Neville were done by G. Brian Karas. Technique: mixed media. (He started with SketchUp!) Rather than droning on about his methods, I found a trailer for Neville:


The illustrations were supportive of the story and transmitted feeling/mood to the reader by way of the Karas's use of color -- e.g. the monochromatic neighborhood at the beginning of the story to depict the boy's melancholy. 

Accolades
Starred Review, School Library Journal, September 2011
Starred Review, Booklist, October 15, 2011
Parents' Choice Award, 2012

My Thoughts
While the story was predictable (it's a children's book), I found it to be humorous and heart-warming -- a great book to share in a classroom or a library story hour for early elementary school-aged children regardless if they have/haven't experienced a move in their life. In addition to the story showing readers that new friends can be made wherever you might be, it sheds light -- color in this case -- on how it feels to be befriended as the new kid. 

I plan on purchasing a copy for my private collection.

Tags 
children's picture book, life transitions, moving, making friends, illustrators,

Sunday, August 4, 2013

Review: Unspoken by Henry Cole

2012, Scholastic Press
New York, NY
Unpaged (40 pp), $12.23 (hardcover)
ISBN: 9780545399975; OCLC: 769141329
As a new addition to the children's collection at work, I couldn't resist taking a peek inside of Unspoken: A Story From the Underground Railroad by Henry Cole.

Synopsis
Unspoken, a wordless book, tells the story of a young farm girl, via illustrations, who discovers a former slave embarking on a northern trek towards freedom. An illustration depicts the girl looking curiously over her shoulder, towards shocks of corn drying in the barn, while completing her chores. On the next page, amidst a sea of corn, a single eye peers at the reader -- which startles the young girl. As the story progresses, the girl begins offering food to the slave and keeps their hiding place a secret when Confederate soldiers on horseback visit the farm with a "Wanted" poster. The story closes with the girl visiting the barn at night and finding a doll fashioned out of corn husks wearing a gingham dress -- a fabric napkin, which the girl had originally used to carefully wrap the food that she secreted the slave in hiding. 

Illustrations
Cole used Staedtler Mars 4B pencils on Canson charcoal paper. The illustrations were printed on beige paper which gives the book a vintage look reminiscent of the time and the use of brown endpapers pay homage to the earthy, farm setting. I'll admit: upon first glancing at the book, the cover illustration reminded me of Chris Van Allsburg's work...beautiful.

My Thoughts
Cole's exquisite and powerful illustrations did a phenomenal job of depicting a relatively deep and complex story without the use of words. Young readers are given ample opportunity to elaborate upon the panels by creating their own dialog between characters.

A lengthy author's note provides the reader with a brief historical synopsis as well as personal background information.

While the book typically shelved with children's picture books, I concur with a School Library Journal review that states this item is appropriate for grades 3 - 8.  Unspoken would be a great addition to any public library and school media center.

Tags: children's picture book, historical fiction, African-American history, Civil War, military history, slavery, Underground Railroad, wordless book

Tuesday, August 28, 2012

Guest Post: Women and Book Production, Medieval to Colonial Times

Janet Curtiss is a recent graduate of The School of Library and Information Science at Wayne State University where she obtained her MLIS and specialized in Reference Services. This paper was produced for the course: History of Printing and Publishing (LIS 7790) -- taught by Dr. Gordon Neavill. Curtiss lives in Port Huron, Michigan with her family.

The historical record of the role of women in book production is limited for a few reasons. Extant copies of manuscripts and printed books do not always give credit to their creators. Countless copies of books created by women are no longer in existence due to fires, wars, and pillaging. Printed books often credited the name of the late husband of a widow who managed a print shop. Some books simply remain unknown or have not been studied. However, there is enough evidence to claim that women took an important role in both scribal and printing endeavors. In the pre-printing era, most scribal activity by women, including rubrication and illumination, was linked to participation in religious communities, namely dual monasteries, convents, or beguine houses. After the invention of printing, women were primarily involved in book production through male family members who were printers, often inheriting a print shop when their father or husband died. While women played an important role as scribes and printers, there is an undercurrent of male control over these activities, especially during the Medieval period. Whether by legal or religious decree or by social norms, it was rare for a woman to be involved in book production completely free of male dominance. The exceptions to this seem to be in the beguine communities and in the colonies of North America, although there were a few individual women elsewhere who persisted in establishing their own identities. Despite the gender restrictions, women produced books, helped to create libraries, and made their own contribution to the world of books.

When book production consisted of scribal creation of manuscripts, women’s roles in this activity centered on religious communities in Europe. Monastic reforms in the eleventh century led to an increase in the religious activity of women. There were several options for joining a religious community. Dual monasteries had houses for both men and women[1]; convents housed women only; and beguine houses were lay communities which sometimes had connections to a particular order, monastery, or convent, or could be completely independent; they were not under the rule of any order. Monastic women[2] were categorized as choir nuns, sister nuns, canonesses, and beguines, depending on the vows they took and their role within the community.

The books produced in a monastic scriptorium or kept in a monastery’s library depended on the order with which a house was affiliated. There were several different monastic orders, some of which include Augustinians, Cistercians, Benedictines, Dominicans, Franciscans, Clarissans, and Premonstratensians. This affiliation changed from time to time, requiring updated or replaced texts. Also, if the order experienced its own reform, or if a new abbess took over and called for spiritual renewal, new resources for the liturgy and for personal study were required. At times of reform, some monastics who disagreed with the changes would leave, taking their books with them. These books, if part of the monastery library, would need to be replaced (Cyrus, 2009, pp. 26-27). Monastic life focused on the Daily Office and Mass, as well as other prayers to aid in living a life of piety and devotion. In the late Middle Ages, this involved the study of written texts of the liturgy, Psalters, and personal prayer books. Many manuscripts were written in this period; over 4000 from women’s convents in late medieval Germany alone (Cyrus, 2009, pp. 28). Many times the female scribes were supervised, or their work proofread, by men.

Admont, a Benedictine monastery in Bavaria, was active from around 1120-1570. It was a dual community, with two libraries, one for men and one for women. They would lend to and borrow from each other, so they were aware of the contents of both libraries. When the last nun at Admont was dying, the monks gathered near the women’s area. When she died, they immediately took ownership of the books and integrated them into their own library. This shows how highly they regarded the women’s library collection (Beach, 2004, p. 84). One can question if these spiritual, godly men had studied the tenth commandment: “Thou shalt not covet” (your neighbor’s library.)

Another monastic community, Schäftlarn, was originally Benedictine but became Premonstratensian under Bishop Otto of Freising’s reform activities in 1140. At this time a scriptorium was set up. In the colophons in the manuscripts from 1164-1200, scribes were identified as canons or canonesses. About 20% of the manuscripts identify a scribe by name, including two women: Sophia and Irmingart. Another female scribe, Adelheid, is identified in the monastic necrology. Premonstratensians, however, did not believe in educating women. Women were not even allowed to read, other than a few biblical passages and a few prayers. Eventually, women were forbidden to enter Premonstratensian communities, although this rule was not adhered to by many houses, including Schäftlarn (Beach, 2004, pp. 104-110). Education was, however, important for men; women were allowed to copy books for the men to use, women were just not allowed to actually read them. This is another example of men having control of women’s intellectual lives and scribal activity that in today’s view seems drastically unfair. While this “no reading for women” rule was established, it is possible that, like the “no women allowed” rule, it was not strictly reinforced at individual monasteries. Also, what was stopping women from reading while they copied text? It seems a rule not well thought out. Obviously if the women were copying books, they had some form to access to them.

The Dominicans also attempted to control the intellectual and commercial activities of female monastics by forbidding them to own pens in the thirteenth century (Broomhall, 2002, p. 49). However, in the fourteenth century, Catherine of Siena names three female scribes in her Dominican lay community: Alessa Saracini, Francesca Gori, and Giovanna Pazza, all members of the Mantellate in Siena (Benedict, 2004, p. 58). Again it would appear that established rules either were not followed or had changed over time.

Despite what the church hierarchy thought, to the surrounding communities, women monastics were generally considered an “intellectual elite” and a resource for educating girls in the area, including their production of books for educational purposes (Cyrus, 2009, p. 23). In this way, they encouraged literacy for young females who lived near the monasteries. Some orders did view education as an important part of monastic women’s lives. Hirsau monasteries, among others, allowed women to access the library collection and to become educated. These monasteries allowed scribes to copy manuscripts for their own use, or to give as gifts, when regular scribal activities were caught up.

Producing books also helped the economic well-being of the monastery. It was less expensive to produce a book than to buy it, and selling books outside the monastery helped provide income. Sometimes, these profits were deemed too good, meaning the church hierarchy did not want women’s monasteries to gain too much independence. At Le Murate, a convent in Florence, in the late fifteenth and early sixteenth centuries, the book sales of female monastics caused their male superiors to rage “against the very idea of productive and profitable work for religious women…Instead, nuns were to revert to their long-standing passive role as recipients of charity rather than generators of income” (Lowe, 1997, p. 143). These men believed that female monastics should follow the vow of poverty, and the Premonstratensians later outlawed scribal activity for profit by nuns during the Counter-Reformation. In other words, they wanted to keep the women dependent on men. It seems a shame that Le Murate had to cease sharing their gift with the community at large since the scribes there were said to fashion “the most beautiful letters imaginable” though they “never raised their eyes from their work” (Lowe, 1997, p.136).

Le Murate was a Benedictine house, and the Benedictines were noted for their careful record keeping. Suora Giustina Niccolini wrote a complete chronicle of the convent in 1597 that was based on written records, documents, and oral-based memories of the older nuns. Another noted work from this house was Suora Battista Carducci’s Roman missal of 1509[3] which contained the texts of the Divine Office in a gothic rotunda script, with the text in Latin. According to the colophon, it was completed 12 October 1509. It was one of the main liturgy books of the church and contained prayers for Mass, the choirbook, and readings from the New Testament. Suora Battista presented this book to Pope Leo X[4] on his visit to Le Murate, possibly to show gratitude to the Medici family for their patronage. Le Murate did not originally have a scriptorium. A fire at the convent in 1471 allowed an opportunity to rebuild and include space for one. It was designed to provide the best light, on the upper floor overlooking the courtyard with western-facing door and windows. The scriptorium was used for over 100 years (Lowe, 1997).

One exception to the male control of female book production in medieval Europe was beguine communities. Beguines were lay women who lived together uncloistered, embracing mystical piety, mostly in towns of northern Europe. Made up generally of middle class, urban women, they were informal communities independent from male authority: they were not married, nor were they under control of the church as they had taken no vows. Some had loose connections with individual monasteries, but the church did not like that which it could not control, so attempts to suppress them happened more than once, the first time during the fourteenth century, and again during the French Revolution (1789). However, beguines remained in Europe, numbering more than 1700 women in Belgium alone by 1825. Beguines continued to do scribal and other work in their surrounding communities (Neel, 1989). One such beguine was Mechthild of Magdeburg. In 1270, she came to the Helfta convent in Saxony, Germany, where education was a valued part of women’s lives. With her writing of original texts at Helfta, other women followed her example, as her “confidence to write down her experience built confidence in the others” (Smith, 1997, p. 26) including Mechthild of Hackeborn, and so Helfta became known for the production of original literature. With strongly educated women, it was possible to rise above social and religious constraints to produce a body of literature for the spiritual lives of women.

Another exception to the norm for women as book producers during the medieval period was Christine de Pizan, a well-known writer and publisher born in Venice, Italy around 1365. She moved to Paris with her family at the young age of three and received a classical education, uncommon for girls at that time. She first wrote poetry and then moved on to memoirs, treatises, and narratives. Pizan dictated some of her work to scribes, but did copy some herself. She presented many of her works to noble patrons early in her career, mostly to French royals such as the Duke of Orleans. She oversaw the production of many of her books, including the formatting, design, and artwork (Laidlaw, 1987 & Ockerbloom, 2012). In this role she acted as publisher of her own work. As a widow, she had to support her family, and made good use of her education to create a career for herself.

The most famous medieval female author and scribe was Hildegard of Bingen. The tenth child of a noble family, she was treated as a tithe to the church (Lerman, 1995). Despite her limited experience of the outside world, Hildegard received a full education by Jutta, an anchoress[5]. This seclusion may have been to Hildegard’s benefit, as “women whose lives had been confined to the cloister had absorbed fewer of the outside world’s expectations that women should adopt the attitudes and behavior of inferiors” (Smith, 1997, p. 25). Hildegard later became abbess of her community at St. Rupert’s, and founded a second monastery at Rüdesheim, Eibingen. She wrote major works on science and nature, including the use of medicinal plants. She had visions[6] that allowed her to write works of theology for the enlightenment of her nuns. In this sense, she was similar to Herrad of Landsberg, a twelfth century abbess of Hohenbourg in Alsace, who wrote and illuminated manuscripts used to heighten the education of the women in her house. Hildegard’s major works were Scivias (Know the Ways of the Lord), Liber vitae meritorium (Book of a Meritorious Life), and Liber divinorum operum (Book of Divine Works). Scivias contained illuminations by Dame Josepha Knips, a nun at the Rüdesheim monastery. The original manuscript was lost during World War II; fortunately, copies were made before this happened. Of both Herrad and Hildegard, it is said that “in later years their works served to inspire and to teach beyond the confines of their individual monasteries” (McGuire, 1997, p. 97). Perhaps Herrad and Hildegard’s ignorance of societal expectations of what women should be and do was not in the least a hindrance to their contribution to female-created literature.

Despite the many efforts to control or suppress female scribal activity, reading, and education in medieval Europe, book copying in female monastic communities was the norm during this time period. Even if a monastery did not have a dedicated space for a scriptorium, it could be incorporated into general work areas or libraries. When women copied books, they sometimes had a choice of what to copy, preserving texts that may have been neglected in a male monastery and influencing the intellectual legacy of the convent. These were texts that appealed specifically to women. When they copied books to give as gifts to their monastic sisters, it fostered a sense of community, friendship, and self-reliance (Cyrus, 2009, pp. 46, 62).

Outside religious communities, women also took part in commercial book production through the pecia system at universities. Women worked as scribes, booksellers, and stationers, but only as a wife, widow, or family member of a man involved in the trade. There were also women working as artists in manuscript production. Christine de Pizan was known to speak highly of at least one illuminator who worked on her publications, an artist named Anastaise (Broomhall, 2002, p. 47).

Even after the invention of the printing press by Gutenberg in the fifteenth century, scribal activities of monastic women continued, though it became more of a pastime than a commercial venture. The focus in religious communities became building up monastic libraries rather than producing books to sell outside the monastery. Updating books continued to be an integral part of spreading and enforcing monastic and religious reforms. At least one convent jumped rather quickly on the printing bandwagon. The nuns of San Jacopo di Ripoli in Florence, Italy, provided the “first documented instance of women actually employed in printing” at a religious community, and were said to be “skillful and accurate—although not artful” (Davidson, 2003). It is likely that the nuns were supervised by men from the monastery.

As printing spread through Europe, it opened up opportunities for women to gain literacy skills. Often printers would engage their wives, daughters, and other female relatives in assisting with the printing business. From the male printer’s point of view, it was advantageous to involve his daughter in the print trade: it made the daughter an attractive marriage prospect for single male printers; if such a marriage occurred, this could form an important business network. While the fathers may have had ulterior motives for teaching their daughters a trade, it ultimately benefitted the daughters who often learned to read, or increased their literacy skills, by working in the print shop.

Because of social restraints, women in early modern Europe were usually prevented from opening a printing business. They could, however, be members of printing guilds (during the early years of printing, at least) if they inherited a business from a male relative. Most often women printers were self-identified as a widow who had inherited her husband’s print shop. It gave a sort of justification for their role as the head of a printing business. While it may have “reinforced the idea that the female business role was only possible through her relationship with her husband” (Broomhall, 2002, p. 63), it was also a way for women to work around social restraints and ideas of what was proper and fitting for a woman to do, as printing was not generally seen as women’s work.

It is interesting to note the differences in how women presented their names on imprints. Often a title page would list the printer as “Widow Smith” or “Widow of John Smith” to link her to her late husband’s business. If a woman printed as an heir to an established business, her maiden name linked her to her family’s business. Sometimes a married woman would use her maiden name if her husband was in a different line of work. For example, Nicole Vostre inherited her brother Simon’s business, which had a good reputation. For this reason, she used her maiden name to build on the reputation and not confuse customers or clients by using her husband’s name as he was a shoemaker (Broomhall, 2002, p. 63). In this sense, women printers showed an awareness and wisdom of business concepts, including marketing. Again, they work within the confines of their society in order to support themselves and their families.

Other women succeeded as printers in Europe during the sixteenth century. There were at least 25 women printers and publishers in Paris alone during this time. One example is Charlotte Guillard (b. late 1480’s). She was married to Berthold Rembolt, an associate of Ulrich Gering, owner of Soleil d’Or, a prestigious printing house in Paris. Rembolt died around 1518, leaving his printing business to Guillard. She remarried in 1521, but in the meantime produced imprints in her own name, and still associating herself with Berthold Rembolt’s name. After her marriage to Claude Chevallon, her name disappeared from the imprints, but she remained active in the publishing business. Chevallon died in 1537, and it is then that Guillard’s name again appears on titles published in her shop. From 1537 until her death in 1557, Guillard published 158 titles, an average of eight per year, including an 11-volume set of Corpus Juris Civilis. She collaborated with a few other printers, including her niece’s husband Guillaume Desboys. She concentrated on theological, religious, and legal works, mostly in Latin, because her customers were lawyers, students, and faculty of the nearby Sorbonne. She published no romances or poetry, but included works of the Greek fathers. She managed a book shop and four or five presses, as well as a hotel which housed family members and at least some of her employees (Beech, 1983 & Broomhall, 2002). She was an associate of Yolande Bonhomme[7], another well-known publisher in Paris. Bonhomme also ran four or five presses. Together, Guillard and Bonhomme were the “foremost women printers of the French Renaissance” (Davidson, 2003).

Guillard knew her market, being close to the Sorbonne, and focused her business toward that market. She was aware of political, religious, and ideological issues of her time, producing work that would keep her from any conflict with anti-Protestants or inquisitors. She was successful enough that she owned several properties in Paris and nearby areas, provided dowries for her nieces, and loaned money to relatives on a regular basis. Despite the evidence that women could, and did, successfully manage printing establishments, these examples were seen as the exception. Beatrice Beech (1983) quotes Guillard’s proofreader Jean Huchier: “ ‘Charlotte Guillard, of a noble spirit beyond that of her sex, offered herself as the tailor, no matter what the sacrifice, and took over the business after the deaths of her husbands’ ” (p. 353). Women were centuries away from being seen as even remotely equal to men in competence regarding business matters.

As Europeans migrated westward across the Atlantic Ocean and established colonies, printing soon followed. The first printing in the new world took place in Mexico City under Spanish colonization. Bishop Juan du Zumárraga hired Juan Cromberger, an established printer in Seville, to set up a printing house in order to produce materials to aid in converting the native people to Catholicism, therefore, much of the printing done in the Spanish colonies was religious material. Cromberger sent Giovanni Paoli, later known as Juan Pablos, to Mexico in 1539 to open a print shop in Cromberger’s name. Pablos brought three people with him: his wife Gerónima Gutierres[8]; Gil Barbero, a pressman; and a slave called Pedro. According to the contract between Cromberger and Pablos, Pablos was to produce an astounding 3000 pages per day, and Gutierres was “responsible for managing and serving the shop in every necessary detail” (Thompson, 1970, p. 35). Gutierres would necessarily have been an integral part of the actual printing to reach this quota since there were only four of them working in the shop. Although her name appears on no imprints, she helped to produce several important titles during her lifetime.

Another female printer in Mexico also proved to be indispensible to her husband’s printing business. While many women took over after the death of a husband, some also filled in during a husband’s imprisonment. Such was the case for Maria de Sansoric, wife of Pedro Ocharte, the successor to Juan Pablos. Sansoric kept Ocharte’s business running for six years while he was imprisoned under the Spanish Inquisition (Woodbridge & Thompson, 1976). It is doubtful Ocharte would have had a business to return to had Sansoric not managed it in his absence.

Those involved in the printing business in Mexico City also seemed to form a network in both their work and family life. Ocharte had first been married to Pablos’s daughter, Maria de Figueroa, but she died less than ten years after their marriage. Antonio de Espinosa, one of Pablos’s former employees, embarked on his own business; when he died, the business was bequeathed to his daughter María de Espinosa. She rented some of the equipment to Pedro Balli, another printer. When he died in 1601, the equipment went back to María de Espinosa, but Balli’s widow, Caterina de Valle, continued operating his business on what remained of his own equipment for two years before she sold the entire business to María de Espinosa. By that time, Espinosa was married to another printer, Diego López Dávalos. Despite her marital status, she continued her activities in the printing business as she acquired the equipment used by other printers in Mexico City, including the Ocharte family (Woodbridge & Thompson, 1976). María de Espinosa not only stepped in when her father died, she continued growing the business even after her marriage. This differs from the pattern of many printing widows who only took over until remarriage to another printer or until a son came of age. A similar situation occurred with the most important family of printers in seventeenth century Mexico, the Calderón family. The head of the family, Bernardo, was married to Doña Paula de Benavides, who remained active in the business for many years after her husband’s death. Woodbridge and Thompson (1976) describe her as having “served the Mexican printing industry well for a half century” (p. 29). Not every widow stepped down gracefully and surrendered her position in the printing business.

Yet another example of business acumen is Juana Martínez Batres, widow of Sebastian de Arévalo, a Guatemalan printer. Batres ran the print shop from 1775-1800. She expanded the business by purchasing three additional presses from Europe, on which she printed various materials such as children’s readers, almanacs, and religious books (Woodbridge & Thompson, 1976, p. 85). Adding presses would require adding employees, which increased Batres’s responsibilities as employer. The printing of children’s readers suggests an existence of education (whether organized or at home), or at least some form of reading activity which would lead to increased literacy.

Despite the familial link many women needed in order to enter the printing industry, such was not the case in the Spanish colony of Peru. Printing came to Peru in 1584, and by the seventeenth century a guild had been established for printers. Women could open print shops in Peru on their own, although most did not belong to the printers’ guild (Woodbridge & Thompson, 1976, p. 47). This scenario, combined with the examples of women who continued as competent business owners and printers, suggest a somewhat different viewpoint of women, or by women, in the Spanish colonies. While the subject literature (in English) on this geographic area is limited, there does not appear to be the same level of social constraint in the Spanish American colonies regarding gender roles, at least for printing.

The situation was somewhat different in the geographic region to the north. Women in the British colonies were trained in professions such as printing in order to be of assistance to their husbands, and, if need be, to stand in their place in order to help their family survive in the event of a husband’s absence due to illness or death. Most women printers in the English colonies came into printing through marriage and widowhood. While some only stood in for a male family member, many women successfully managed printing establishments for years.

The earliest printing in the original 13 colonies was brought about by Elizabeth (Harris) Glover. Upon the death of her husband, Jose Glover, she continued his plans to open a press in the Massachusetts Bay Colony, with Stephen Daye as the manager. Thus began the Cambridge Press in 1639. The Whole Book of Psalmes, now known as “The Bay Psalm Book,” was an early imprint of this press and showed the lack of experience or skill of the printer with its uneven spacing and unjustified lines (Hudak, 1978). However, it is proof of the industrious nature of Elizabeth Glover, who did not inherit her husband’s business, but took his plans and set it up herself. It also became a well known and frequently used book, and, with few copies existing today, is considered highly valuable. While she did not actually print anything herself, she acted as owner and publisher of the first press in the English colonies. Surprisingly, she had received permission from the local authorities to open her press. This is unusual considering that women usually had to inherit an existing business. Perhaps the altogether lack of any other printing establishments led to leniency in this case.

Ann (Smith) Franklin is another example of an American colonial woman’s success. Her husband James (brother of Benjamin Franklin) died in 1735. She took over until her son, James Jr., returned in 1748. In the first year after her husband’s death, Ann Franklin petitioned to become Rhode Island’s colony printer. She made extra copies of the colony’s charter, acts, and laws from 1744-1745 to sell in her shop. She was allowed to do this only if she used her own paper. Franklin printed books of sermons, ballads, and verses. She also printed almanacs for a few years, some written by her under the name “Poor Robin.” After 1741 she stopped producing her own almanac and instead sold “Poor Richard’s Almanac,” by her brother-in-law Benjamin Franklin. To assist her in the print shop, Ann Franklin had one slave, and two of her daughters worked as compositors. After the death of her son James Jr. in 1762, she again took on the management of the press, printing in her own name without using the designation of “widow” until her death the following year. While she may have seen herself only as a stand-in at first, she established her own identity as a printer (Ford, 1995).

The colonies, both Spanish and English, seemed to have a more open view on what was acceptable behavior for women. Perhaps the very nature of colonial life allowed this; survival was a priority. For women who became widows at a young age, with possibly several small children and separated from family members who remained in Europe, providing for their families and gaining some measure of self-sufficiency became a foremost concern.

The many examples of women’s contributions to book production demonstrate the importance and significance of their roles, whether as scribe in a monastery or as resourceful colonialist struggling to survive. Their part in preserving the historical and cultural record of written and printed documents deserves recognition. That they accomplished such a task while often forbidden to do so by social, religious, or legal constraints only adds to the value of their work. Throughout the Middle Ages and the colonial period, the work of scribes and printers who happened to be female seems to have had an effect on literacy for themselves and, at times, for others who benefitted from their work. To ignore their role in the history of the book would indeed be regrettable.

References

Beach, A.I. (2004). Women as scribes: Book production and monastic reform in twelfth-century Bavaria. New York, NY: Cambridge University Press.

Beech, B. (1983, Autumn). Charlotte Guillard: A sixteenth-century business woman. Renaissance Quarterly, 36(3), 345-367. Retrieved from http://www.jstor.org/stable/2862159

Benedict, K. M. (2004). Empowering collaborations: Writing partnerships between religious women and scribes in the Middle Ages. New York, NY: Routledge.

Broomhall, S. (2002). Women and the book trade in sixteenth-century France. Burlington, VT: Ashgate Publishing.

Cyrus, C.J. (2009). The scribes for women’s convents in late medieval Germany. Buffalo, NY: University of Toronto Press.

Davidson, R. (2003). Unseen hands: Women printers, binders, and book designers [exhibit]. Princeton University Library, Graphic Arts Collection. Retrieved from http://www.libweb2.princeton.edu/rbsc2/ga/unseenhands/index.html

Ford, M.L. (1995). Types and gender: Ann Franklin, colonial printer. In S. Albertine (Ed.) A living of words: American women in print culture. Knoxville, TN: University of Tennessee Press.

Hudak, L.M. (1978). Early American women printers and publishers 1639-1820. Metuchen, NJ: Scarecrow Press.

Johnson, J.G. (1988). The book in the Americas: The role of books and printing in the development of culture and society in colonial Latin America. Providence, RI: The John Carter Brown Library.

Laidlaw, J.C. (1987, January). Christine de Pizan: A publisher’s progress. The Modern Language Review, 82(1), 35-75. Retrieved from http://www.jstor.org/stable/3729913

Lerman, K. (1995). The life and works of Hildegard von Bingen (1098-1179). Retrieved from http://www.fordham.edu/halsall/med/hildegarde.asp

Lowe, K. (1997). Women’s work at the Benedictine convent of Le Murate in Florence: Suora Battista Carducci’s Roman missal of 1509. In L. Smith & J.H.M. Taylor (Eds.), Women and the book: Assessing the visual evidence (pp. 133-146). Buffalo, NY: University of Toronto Press.

McGuire, T. (1997). Two twelfth-century women and their books. In L. Smith & J.H.M. Taylor (Eds.), Women and the book: Assessing the visual evidence (pp.97-105). Buffalo, NY: University of Toronto Press.

Neel, C. (1989, Winter). The origins of the beguines. Signs, 14(2), 321-341. Retrieved from http://www.jstor.org/stable/3174553

Ockerbloom, M.M. (Ed.). (2012). A celebration of women writers: Christine de Pizan, c.1365-c.1430. Retrieved from http://www.digital.library.upenn.edu/women/pisan/Christine.html

Smith, L. (1997). Scriba, femina: Medieval depictions of women writing. In L. Smith & J.H.M. Taylor (Eds.), Women and the book: Assessing the visual evidence (pp. 21-44). Buffalo, NY: University of Toronto Press.

Thompson, L.S. (1970). Essays in Hispanic bibliography. USA: Shoe String Press.

Woodbridge, H.C. & Thompson, L.S. (1976). Printing in colonial Spanish America. Troy, NY: Whitston Publishing.



Notes

[1] Dual-sex communities were more common in Germany in the twelfth century than in the rest of Europe.

[2] The literature suggests the terms “monastery” and “monastics” as all-encompassing when describing these religious communities of the medieval time period and the persons who dwelled there.

[3] Suora Battista Carducci’s Roman missal of 1509 is now housed in Bibliothèque Nationale in Paris.

[4] Pope Leo X was Giovanni de’ Medici, son of Lorenzo de’ Medici.

[5] Anchors and anchoresses were severely cloistered, similar to solitary confinement, for their lifetime, usually in a room attached to a church.

[6]
These visions are now thought to be hallucinations from severe migraines, based on her own description of symptoms and current medical knowledge.

[7] Yolande Bonhomme was the widow of Thielman Kerver and the daughter of the great printer Pasquier Bonhomme.

[8] Gerónima Gutierres was also known by the surname Nuñez.

Saturday, July 28, 2012

Holocaust Literature for Young Adults

Four Holocaust-themed books with appeal to young adults were selected and evaluated for LIS 6530: Emil and Karl by Yankev Glatshteyn, The Complete Maus by Art Spiegelman, Milkweed by Jerry Spinelli, and Once by Morris Gleitzman.

Emil and Karl
Originally written in Yiddish and published in 1940, Emil and Karl by Yankev Glatshteyn, otherwise known as Jacob Glatstein, was translated into English by Jeffrey Shandler in 2006. While Glatshteyn’s bibliography consists of books written primarily for the adult audience, an article in The New York Times (2006, Newhouse) describes Emil and Karl as originally (in 1940), “...intended for students at Yiddish afternoon and weekend schools.” Shandler added that Emil and Karl is “...among the very first books written about the Holocaust for readers of any age and in any language.” Further, in the book’s foreword Shandler posits,
In 1940, [this book] asked Jewish children living in America to imagine what it would be like to face the challenges of life under Nazi occupation, on the eve of a war that had just begun and whose terrible course was then unforeseeable. The book also asked its readers to think how, even though they were still children, they might understand what was happening far away from America and how they might realize its importance to their own lives -- as Jews, as Americans, and as human beings.
Set in Vienna, Austria, Glatshteyn carefully weaves the story of two best friends, one Jewish (Emil) and one not (Karl), as they band together and struggle to survive after the death of their parents in the early days of the Second World War. Perspective varies as Glatsheyn has both Emil and Karl narrate the story. While being merely speculative, Glatshteyn transmitted snippets of actual current events to the readers by way Emil and Karl's experiences – Jews being forced to wash the streets with their bare hands and clandestine Nazi resistance movements. It should be noted that Glatshteyn does not sugarcoat interactions with the Nazi regime which might cause distress for some readers. Thanks to the kindness and generosity of a series of strangers whom come from all walks of life, Emil and Karl find some semblance of safety while they await transport out of the country via a child relief effort – which Glatshteyn is likely referring to the famous Kindertransport which ran out of money in the later part of 1939.

Differing from much of the historical fiction on the market, Emil and Karl was actually written prior to start of the Second World War and published in the time in which the story was set. According the Newhouse (2006), Glatshteyn was inspired to write Emil and Karl when he experienced anti-Semitism while visiting Poland in 1934 -- he immigrated to the United States in 1914. In addition to starred reviews by both School Library Journal and Booklist, Emil and Karl was recognized as a Notable Book for Older Readers by the Association of Jewish Libraries in 2007.

The Complete Maus: A Survivor's Tale
Born to Holocaust survivors Vladek and Anja Spiegelman, American cartoonist Art Spiegelman interviewed his father and produced a series of black and white comics which served as his biography documenting his parents' experiences during the Holocaust. With much controversy, Spiegelman chose to depict Jews as mice, Germans as cats, the Polish as pigs, the French as frogs, the Swedish as reindeer, and the Americans as dogs which closely resemble the Labrador retriever. In a 1987 review published by School Library Journal, Rita G. Keeler of St. John's School in Houston, Texas wrote:
Told with chilling realism in an unusual comic-book format, this is more than a tale of surviving the Holocaust. Spiegelman relates the effect of those events on the survivors' later years and upon the lives of the following generation. Each scene opens at the elder Spiegelman's home in Rego Park, N.Y. Art, who was born after the war, is visiting his father, Vladek, to record his experiences in Nazi-occupied Poland. The Nazis, portrayed as cats, gradually introduce increasingly repressive measures, until the Jews, drawn as mice, are systematically hunted and herded toward the Final Solution. Vladek saves himself and his wife by a combination of luck and wits, all the time enduring the torment of hunted outcast. The other theme of this book is Art's troubled adjustment to life as he, too, bears the burden of his parents' experiences. This is a complex book. It relates events which young adults, as the future architects of society, must confront, and their interest is sure to be caught by the skillful graphics and suspenseful unfolding of the story.
First serialized in the 1980s, Maus was published in its entirety via two volumes – Maus I: A Survivor's Tale: My Father Bleeds History, in 1986, and Maus II: A Survivor's Tale: And Here My Troubles Began, in 1991. It wasn't until November of 1996 in which The Complete Maus: A Survivor's Tale was published which combined volumes I and II. In volume I of Maus: My Father Bleeds History, Spiegelman tells the story of how his Polish parents first met prior to the advent of the Second World War and their subsequent placement into a Jewish ghetto. The second volume of Maus: And Here My Troubles Began, picks up where the first left off – the Spiegelmans had been betrayed and end up being sent to Auschwitz. With great detail, Spiegelman describes what day-to-day life is like at the camp, the liberation of Auschwitz in 1945, and life afterwards in Sweden as well as America.

Worth noting, Maus, to date, is the only comic book or graphic novel to win the Pulitzer Prize which was awarded in 1992. In addition to the Pulitzer, Maus has also received the following awards and honors: National Book Critics Circle Award – nominee (1986); Joel H. Cavior Book Award for Fiction (1987); Angoulême International Comics Festival Awards – Religious Award and Best Foreign Album (1988); Urhunden Prize – Foreign Album (1988); Max and Moritz Prizes – Special Prize (1990); National Book Critics Circle – nominee (1991); Eisner Award – Best Graphic Album – Maus II (1992); Harvey Award – Best Graphic Album of Previously Published Material – Maus II (1992); Los Angeles Times – Best Prize for Fiction – Maus II (1992); Angoulême International Comics Festival Awards – Best Foreign Album – Maus II (1993); and the Urhunden Prize – Best Foreign Album – Maus II (1993). Twenty-five years later, after initially being published, Spiegelman released a companion piece titled MetaMaus which offers readers an in-depth look at the story behind the story. Earlier this year, MetaMaus received the Eisner Award for Best Comics-Related Book.

Milkweed
Published in 2003 by Alfred A. Knopf, Milkweed by Jerry Spinelli is narrated by Misha Pilsudski – an innocent and naive young orphan boy without an identity – who later in the novel proudly claims to be a Gypsy and even later a Jew. This book was selected for inclusion in this project due to the unique perspective it offered to the pool of historical fiction currently available on the market. A brief synopsis offered by the publisher reads:
He’s a boy called Jew. Gypsy. Stopthief. Runt. Happy. Fast. Filthy son of Abraham.

He’s a boy who lives in the streets of Warsaw. He’s a boy who steals food for himself and the other orphans. He’s a boy who believes in bread, and mothers, and angels. He’s a boy who wants to be a Nazi some day, with tall shiny jackboots and a gleaming Eagle hat of his own. Until the day that suddenly makes him change his mind. And when the trains come to empty the Jews from the ghetto of the damned, he’s a boy who realizes it’s safest of all to be nobody.
What the synopsis fails to mention is that Milkweed concludes with Misha, an isolated and estranged grandfather living in the United States, who is haunted by memories of the past – a very bittersweet ending better which is suited for older readers. School Library Journal recommended Milkweed for grade 5 and up and Linda Leonard Lamme of Book Links recommended the piece for grade 7 and up. Further, Ginny Gustin of the Sonoma County Library System in Santa Rosa, California added her School Library Journal review, "This historical novel can be appreciated both by readers with previous knowledge of the Holocaust and by those who share Misha's innocence and will discover the horrors of this period in history along with him." Further, it was disappointing to find that Spinelli failed to provide readers with an author's note or include a foreword. Upon conducting cursory research for this project, it was found that the beloved character known as Doctor Korczak is actually based on Janusz Korczak, otherwise known by his pen name of Henryk Goldszmit – a Jewish children's author and pediatrician.

Milkweed has been awarded the following honors: Society of Children's Book Writers and Illustrators – Golden Kite Award (2003); Young Adult Library Association – Best Books for Young Adults (2004); Carolyn W. Field Award for Fiction (2004); National Jewish Book Award Finalist (2004); and the Great Lakes Great Books Award – Fourth and Fifth Grade Winner – 2005.

Once
Once, the first in a series of four books was written by Morris Gleitzman and originally published in Australia in 2005 and five years later (2010) in the United States by Henry Holt and Company. Like the three other books selected for evaluation, Once is set in Nazi-occupied Europe in the early years of the Second World War – 1942, to be exact – and is narrated from a naive child's perspective quite similar to the narrator, Misha Pilsudski, in Milkweed by Jerry Spinelli. While also orphan and naive, Felix, the narrator in Once, happens to be a bit more sophisticated as he's older by a few years and is knowledgeable about his background; however, he fails to grasp the danger unfolding around him. In a review published in the Journal of Adolescent and Adult Literacy (Ventura, 2011), Felix's naiveté is explored:
Felix loves books and is a great storyteller. He keeps a notebook full of his stories. After he sees Nazis outside the orphanage burning Jewish books, he runs away to find his parents and warn them so that they can hide their own books from the Nazis. He is greatly concerned about the hatred that Nazis have for books and cannot understand why they would want to destroy them. As he journeys, however, he begins to realize that the Nazis are out to destroy more than just books.
A review published in School Library Journal (Hastings, 2010) gives a succinct synopsis of the book:
...When the orphanage is visited by surly Nazis instead of joyous parents, Felix escapes with only his cherished notebook full of his stories into the nearby countryside, still hoping for a family reunion. He soon discovers a burning home with two slain adults in the yard and their young daughter bruised but still alive. He takes Zelda on his journey, shielding her from the reality of her parents' deaths in much the same way he's been comforting himself, by inventing alternative realities. But, as he encounters the escalating ugliness of the death marches that are emptying his old neighborhood, now a ghetto, Felix becomes increasingly conflicted about the need to imagine a hopeful order and the need to confront brutal reality head-on...
Once also has a connection to Spinelli's Milkweed in that Gleitzman was also inspired by Doctor Janusz Korczak. In an author's note, Gleitzman wrote:
Ten years ago I read a book about Janusz Korczak, a Polish Jewish doctor and children’s author who devoted his life to caring for young people. Over many years he helped run an orphanage for two hundred Jewish children. In 1942, when the Nazis murdered these orphans, Janusz Korczak was offered his freedom but chose to die with the children rather than abandon them. Janusz Korczak became my hero. His story sowed a seed in my imagination.
However, in Gleitzman's story, the caregiver archetype is portrayed by a man named Barney who runs a pseudo-orphanage in a basement in Nazi-occupied Warsaw.

Once by Morris Gleitzman has received the following awards and honors: Young Adult Library Association – Best Fiction for Young Adults (2011); United States Board on Books for Young People – Outstanding International Book (2011); and the Association of Jewish Libraries – Sydney Taylor Honor Award Winner for Teen Readers (2011). Once has three sequels – Then (2007), Now (2012), and After (to be released).

In conclusion, the four books selected – Emil and Karl by Yankev Glatshteyn, The Complete Maus by Art Spiegelman, Milkweed by Jerry Spinelli, and Once by Morris Gleitzman – are just a miniscule representation of Holocaust-related literature available to young adults today. Surveying the literature currently in print, some works are biographical while others are creative figments of an author's imagination or pulled entirely from nightmares; however, regardless of an author's chosen point of view, setting, or narrator, each book is truly poised to teach young adults about the history and atrocities committed against humanity during the Holocaust.  

References
Glatshteyn, Y. (2006). Emil and Karl. New Milford, CT: Roaring Brook Press.

Gleitzman, M. (2010). Once. New York, NY: Henry Holt.

Gustin, G. (2003, November). Milkweed. School Library Journal, 49(11), 149

Hastings, J. (2010, April). Once. School Library Journal, 56(4), 156.

Jewish Virtual Library. (2012). Janusz Korczak. Retrieved from http://www.jewishvirtuallibrary.org/jsource/biography/Korczak.html

Keeler, R. G. (1987, May). Maus: A survivor's tale. School Library Journal, 33(1), 124.

Lamme, L. L., Astengo, B. (2006, September). Book Links, 16(1), 40.

Newhouse, A. (2006). Emil and Karl. The New York Times. Retrieved from http://www.nytimes.com/2006/04/09/books/review/09children-newhouse.html

Spiegelman, A. (1996). The complete maus. New York, NY: Pantheon.

Spinelli, J. (2003). Milkweed. New York, NY: Alfred. A. Knopf.

Ventura, E. (2011, April). Emil and Karl. Journal of Adolescent and Adult Literacy, 54(7), 546.

Friday, July 13, 2012

Book Talk: Little Women by Louisa May Alcott

Wednesday night, I put together a book talk for my classical fiction selection for LIS 6530 (Young Adult Literature.) While we are only required to write a script and embed it via a PowerPoint, I like to actually record the talk as it's good practice. Hopefully you'll take a few minutes out of your busy schedule and view the video!

My selection is a unique twist on a popular classic:
Little Women by Louisa May Alcott – in graphic novel format – adapted by Trina Robbins
and illustrated by Anne Timmons.


I'll be hitting the road momentarily as I'll be commuting to the Historical Society of Michigan in Lansing for a workshop. Happy Friday the 13th!

Saturday, March 10, 2012

Business Cards

While shopping in Grand Haven, after visiting the Maurice Sendak Exhibit at Spring Lake Library, my friend Janet found a nifty Alice's Adventures in Wonderland (Lewis Carroll / Charles Lutwidge Dodgson) business card case -- which I couldn't resist purchasing. The case inspired the design for my latest business cards which feature a woodcut illustration by Sir John Tenniel from 1865. I absolutely adore woodcut illustrations!



Friday, February 24, 2012

Maurice Sendak Exhibit

On Thursday, February 16, my friend Janet (and fellow MLIS candidate) cruised across the state to visit Spring Lake District Library in order to check out the exhibit: "In A Nutshell: the Worlds of Maurice Sendak."

An article by Dawn Veltman in the Muskegon Chronicle details the exhibit:
Sendak is the illustrator of more than 100 picture books. The exhibit explores the influence of Jewish culture and history in his works, revealing the push and pull of New and Old World and how his artistic journey led him deeper into his own family’s history and his Jewish identity.

This exhibit is a study of Sendak’s illustrations, showing connections between his iconic works and Sendak’s childhood, family and the popular culture of the time.

Eight double-sided panels will feature illustrations of ferocious creatures, curious children and vibrant neighborhoods, alongside thematic descriptions of the Jewish culture and history that influenced his themes and works.
The press release...
Traveling exhibit on beloved author 

I obtained permission to photograph the exhibit -- images can be downloaded (which allows you to zoom in and read the text).


Thursday, February 2, 2012

Bibliography: Holocaust Literature for Children

As promised, I am sharing my bibliography...

To facilitate my selection, I used the Books and Authors database available via the Michigan eLibrary. The majority of the books were inter-library loaned from libraries and universities throughout Michigan, several items were available at the 5 libraries in which I hold cards, and the remaining materials were purchased for my private collection.

Note: Clicking on the book covers will take you to the relevant WorldCat entry.

Adler, D.A. (1997). Hiding from the Nazis. New York, NY: Holiday House.
Category: Picture Book
Illustrated by Karen Ritz
ISBN: 9780823412884; OCLC: 35566065

Overview: This work of non-fiction not only gives the reader a history lesson about World War II and the Holocaust, but also makes it a personal experience. Adler tells the story about a young girl who placed into hiding with several families. By the end of the story, the war ends and the girl is to be reunited with her parents. Like many young children who were cared for by foster families, Lore has grown attached and the memory of her biological parents has faded with time. At the story's close, the reunited family is living in the United States and Lore is learning to trust her parents. Of note, Holiday House recommended this book for children ages 7 and up or grade level 2 and up. A review by School Library Journal recommended this piece for grade levels 2 - 4.

Illustration notes: On page 21, Ritz depicts a scene in which after receiving a warning of incoming Nazi soldiers, a young Lore is being whisked away by Cornelia via bicycle. In the background, the reader can see a rural scene that includes a farmhouse and a windmill.

Opinion: While this work is, indeed, a work of non-fiction, it reads much like any children's picture book, but with a touch more of history interwoven into the story. In comparison, I did not enjoy this book as much as some of the other pieces selected for this project; however, I feel that Adler's work would be perfect for introducing the topic of World War II and the Holocaust to young children.

Adler, D.A. (1995). One yellow daffodil: A Hanukkah story. San Diego, CA: Gulliver.

Category: Picture Book
Illustrated by Lloyd Bloom
ISBN: 9780152005375; OCLC: 31241447

Overview: Morris Kaplan, a flower shop owner, goes about his day-to-day life until one holiday season changes things up a bit for him. Kaplan gets invited to light Hanukkah candles with a local family who are regular customers of the flower shop. During his visit, Kaplan mentions that he used to celebrate Hanukkah every year when he was still living in Poland. As the story progresses, you learn that he was a prisoner at Auschwitz and saw a single daffodil growing in the middle of nowhere. Kaplan said to himself, "If that daffodil can survive here, maybe I can, too." Adler writes, "Morris knows that luck, more than anything saved him. But he feels the flower saved him, too." Of note, a review by Booklist recommended the book for children ages 5 - 8 while the publisher cites ages 6 and up.

Illustration notes: On page 26, a full-page illustration features Morris Kaplan sitting on a rock within the yard at Auschwitz. His hand is holding his chin while he looks to be studying a single, small daffodil poking out of the ground. This illustration powerfully moves the story by giving the reader an actual image of what his surroundings looked like.

Opinion: This item came in late via interlibrary loan and I almost did not include it for this project as I had already finished part I. I must admit that I was completely moved by this story with tears running down my cheeks. I highly recommend this book.

Bunting, E. (2002). One candle. New York, NY: Joanna Cotler Books.
Category: Picture Book
Illustrator: K. Wendy Popp
ISBN: 9780060281168; OCLC: 47717793

Overview: This story takes place in modern times during a family's Hanukah celebration. Every year the grandmother and her sister, Rose, are asked by the grandchildren to retell a story about their time at Buchenwald, a concentration camp during World War II. The two sisters worked in a kitchen preparing food for German officers. With the advent of Hanukah, the grandmother decides to steal a potato in order to make a candle to mark the Festival of Lights. Each year while telling her story, the grandmother partakes in a similar activity by carving out a potato and lighting it as a candle.

Illustration notes: Popp's illustrations look almost like antique photographs with rich colors full of emotion and expression. On page 9 of the story, a full-page illustration depicts the two sisters sharing a tender moment while the potato sits on the table before them.

Opinion: I was moved by this story. Bunting does a great job with weaving a piece of piece of historical fiction that could be supplemental to a classroom discussion on World War II and the Holocaust.

Deedy, C.A. (2000). The yellow star: The legend of King Christian X of Denmark. Atlanta, GA: Peachtree.
Category: Picture Book
Illustrated by Henri Sørensen
ISBN: 9781561452088; OCLC: 43561646

Overview: This story tells the legend of King Christian X standing up to the Nazis when they occupied Denmark. Unlike most occupied countries, this country's leader refused to fly the Nazi flag atop his palace and had it removed much to the regime's chagrin. When the regime demanded that Danish Jews wear yellow stars on their clothing, the King countered by wearing it himself and his people followed.

Illustration notes: On pages 18 - 19, Sørensen depicts a pensive King Christian with his hand on his chin. He doesn't stop there. Above and beside the King, the reader gets a visual of his thoughts: a Danish military being defeated -- an airplane with a billow of smoke, a severely damaged naval ship, and a rubble-strewn city with a tank crawling through the streets. The illustrations are rich and full of warm colors. Sørensen's style reminds me a touch of Claude Monet's work.

Opinion: I enjoyed the spirit of this book -- standing up against evil. At the end of the book, there is a two-page spread titled "Author's Note" which explains that the story is merely a legend or tale; however, the author offers several facts about Danes during the War. Based on the illustrations and the story itself, I can see this book appealing to readers and teachers alike.

Drucker, M., Halperin, M. (1993). Jacob's rescue: A Holocaust story. New York, NY: Bantam.
Category: Chapter Book
This book does not contain illustrations
ISBN: 9780553089769; OCLC: 26857810

Overview: Like many other Holocaust stories, this story is set in Poland; however, it is based on a true story (Rabbi Harold M. Schulweis and Dr. Samuel Oliner). The story begins in present day when a Jewish family is gathered for a Passover Seder and two non-Jewish members are present, the Roslan family. The children are curious about their connection to the family. Inquiring about the strangers' presence, a story of survival is recounted -- the Roslan family hid young Jacob from the Nazis during World War II.

Opinion: According to the publisher, the age range for this book is 9 and up. Following the publisher's recommendation, this book would be appropriate for students in the third grade. I found myself not able to put this book down as I wanted to know Jacob's story. This book will be recommended to other readers interested in the topic.

Feder, P.K. (1995). The feather-bed journey. Morton Grove, IL: A. Whitman.
Category: Picture Book
Illustrated by Stacey Schuett
ISBN: 9780807523308; OCLC: 0807523305

Overview: Feder weaves a tale of a grandmother's story of survival as a child in Poland during World War II. When leaving their home for the Jewish ghetto, the family's feather bed is brought with them and serves to keep six children warm during the harsh winter. Through a hole in the wall of the ghetto, she is able to escape and live in the care of a farming family in rural Poland and then in a Jewish colony in the woods. After immigrating to America after the war ends, a large package from Poland is received via mail with a portion of the original feather-bed inside -- turned into a pillow due to an unfortunate fire.

Illustration notes: Throughout the book, Schuett's colorful illustrations take up approximately the top 2/3 of each page. On page 19, the illustration depicts the grandmother (as a child) in a secret compartment between the basement and the main floor of the house. Above her, the reader sees the boots of two soldiers and a female character embracing a young child. The grandmother is looking towards the ceiling in her compartment and has an anxious look on her face.

Opinion: I must admit that I was quite annoyed by the children in this book. Between arguing and subsequently destroying a pillow and then the incessant interruption of their grandmother, I was disappointed by the way Feder chose to portray the children in this story. In reflection, it does not seem that the children are even slightly remorseful at destroying a family heirloom. Beyond the children's reproachable behavior, the story was quite enjoyable.

Hesse, K. (2004). The cats in Krasinski Square. New York, NY: Scholastic Press.
Category: Picture Book
Illustrator: Wendy Watson
ISBN: 9780439435406; OCLC: 54501550

Overview: This story takes place in Warsaw, Poland during World War II. The story focuses on two girls who escaped from the Jewish ghetto and their plans to smuggle food to their family and friends. Hearing that their plan has been thwarted, they creatively devise a back-up and create a disruption at the train station using the stray cats found in Krasinski Square. The Nazi's dogs go crazy and the girls are able to collect the food from fellow supporters. At the end of the story, the food is delivered to the wall separating the ghetto from the mainstream city with the last page describing the disturbing dissonance between the two worlds: "And the music from the merry-go-round floats in the air, rising, tinsel-bright, above Krasinski Square."

Illustration notes: Overall, the illustrations in this piece are relatively bland and give off a washed-out feeling. Pages 22 and 23 host a two-page spread which depicts the cats of Krasinski Square being released in the train station with the soldiers' dogs charging. Chaos and confusion in the scene is quite apparent and the reader can see the smugglers leaving the scene with their parcels of food.

Opinion: Up until the story's climax, I found the story to flat and relatively uninteresting. Perhaps, if the illustrations were more colorful the story might be a bit more engaging. A child might not understand the story because not much background or explanation is given as to what a ghetto is and what is happening in Poland.

Hoestlandt, J. (1995). Star of fear, star of hope. New York, NY: Walker.
Category: Picture Book
Illustrated by Johanna Kang
ISBN: 9780802783745; OCLC: 31207413

Overview: This book is set in Paris, France during the Nazi occupation in World War II. The story tells the tale of two girls, Helen and Lydia, who are best friends and get separated by the infamous regime. Lydia is staying at Helen's house for her 9th birthday and due to a serious of mysterious events asks to go home shortly after midnight. Helen's father takes Lydia home and she is never seen again as the dates in the story coincide with the infamous Vel' d'Hiv Roundup. At the story's close, Helen as a grown woman reflects back on situation and hopes that Lydia is out there somewhere. Star of Hope, Star of Fear won several awards including ALA Notable in 1995, Batchelder Award in 1996, IRA-CBC Teachers Choice Award in 1995, Sydney Taylor Book Award in 1996, and the Graphics Prize at the 1994 Bologna Book Fair.

Illustration notes: The two-page spread illustration on pages 21 and 22 depicts a very long line of Jews carrying what meager personal belongings they were allowed to possess. The characters in the far-right to the middle of the illustration are shown in detail; however, as the line continues to the left of the page, the detail becomes less apparent which gives the reader a sense of perspective.

Opinion: While I thoroughly enjoyed this piece, the story reeks of nostalgia and sentimentalism which typically do not appeal to young children. Based on that statement, I was surprised to see that the book won as many awards as it did. Setting aside the nostalgia, I found the readability of the text to be quite personable and engaging in a conversational tone which is likely to draw in any reader. Also worth noting, the story was translated from French by Mark Polizzotti.

Johnston, T. (2004). The harmonica. Watertown, MA: Charlesbridge.
Category: Picture Book
Illustrated by Ron Mazellan
ISBN: 9781570915475; OCLC: 51899117

Overview: In Poland during World War II, a Jewish family immerses themselves in music to forget the events surrounding them. A father gives his son a harmonica shortly before they are separated. The son is sent to a concentration camp where he continues to play the harmonica for comfort. A German officer hears of his talent and summons him to play each night and giving him extra bread in return. The boy feels conflicted about playing the harmonica and is told by a voice in the night that it is giving others comfort, too. Of note, the publisher recommends this book to children age and 8 and a review by School Library Journal recommends the book for children in grades 3 - 6.

Illustration notes: On pages 11 - 12, a two-page spread depicts the boy playing his harmonica while his mother and father dance to the music. The boy's eyes are closed showing his involvement and concentration in creating the music. By his parents' expressions, they are experiencing much pleasure and joy in the music.

Opinion: I loved this book and appreciated the literary exploration of conflicted emotions.

Lakin, P. (1994). Don't forget. New York, NY: Tambourine Books.
Category: Picture Book
Illustrated by Ted Rand
ISBN: 9780688120764; OCLC: 28294704

Overview: Sarah wants to surprise her mother with a homemade cake as a birthday present. She finds a recipe, makes a list of ingredients, and walks into town for her shopping. Each store that she visits offers a piece of advice and reminds her, "Don't forget." At last, she ends up at the Singers who have numbers tattooed on their forearms. Sarah has always been uncomfortable around them because of their "secret." The Singers not only help Sarah with her ingredients and baking the cake, but take time to explain their so-called secret which really isn't. Their message ties in with the title of the book, "The numbers should never be a secret, my little Sarahla. If no one knows about bad things, they can happen all over again. Don't forget." Of note, a review by School Library Journal recommends this book for children in grades 1st - 3rd.

Illustration notes: The illustration on pages 17 - 18, which supports the quote above, depicts Mrs. Singer showing and explaining to Sarah about her tattoo. Sarah's expression shows curiosity.

Opinion: I found this story to be both heartwarming and educational. Differing from many books about the Holocaust, the story focuses on postwar life in a predominately Jewish neighborhood.

McDonough, Y.Z. (1997). Anne Frank. New York, NY: H. Holt.
Category: Picture Book
Illustrated by Malcah Zeldis
ISBN: 9780805049244; OCLC: 36037799

Overview: McDonough appropriately tells the story of Anne Frank for young readers. The book covers her move to Amsterdam from Germany as well as life in the secret annex. Rich and vivid illustrations help move the story yet are simple enough for young readers to grasp and understand. The book closes with Otto, her father, publishing the diary after her untimely death in a concentration camp. Of note, a review by School Library Journal recommends this book for children in grades 3 - 5 while the publisher cites ages 7 and up.

Illustration notes: Folk artist Malcah Zeldis created a full-page illustration on page 8 that depicts a Nazi tank and soldiers marching into what is likely Amsterdam, Netherlands. Airplanes fly overhead and several houses look to be on fire within the story's background. The childlike illustrations make the book very visually appealing for young readers.

Opinion: I enjoyed this book and the gentle way that McDonough chose to introduce Anne Frank and tragic story to children. I also fell in love with the illustrations and will now seek out more work by Malcah Zeldis.

McDonough, Y.Z. (2005). The doll with the yellow star. New York, NY: H. Holt.
Category: Picture Book
Illustrated by Kimberly Bulcken Root
ISBN: 9780805063370; OCLC: 50292827

Overview: McDonough's story follows a young French girl by the name of Claudine who is sent to the United States to live with her aunt and uncle after France becomes occupied by the Nazis. The title of the story is derived from Claudine's doll, Violette, who also has a yellow Star of David stitched onto her clothing. As the story progresses, Claudine becomes separated from Violette when the ship transporting them to the United States catches fire. At the end of the story, after being reunited with her father, the girl discovers her doll in a wooden chest purchased at an auction sale.

Illustration notes: At the top of each chapter, a small full-colored illustration is featured with a couple of full and partial page images also included in each chapter. On page 62, Root shares an illustration of Claudine being reunited with her Papa in America. In reading the story's text, it is explained to the reader that Papa has aged during their separation and the illustration supports the storyline. The father figure looks to be more grandfather-like.

Opinion: According to reviews by School Library Journal and Booklist, the cited age range for this book is grades 3 - 5. Because of the beautiful illustrations, relatively large font size, and overall readability, I found this book suitable for students in the late second grade (advanced reader) and certainly appropriate for most readers in the third grade. While the main character was French, I was somewhat reminded of the American Girl-themed books which I always enjoyed. I would recommend this book to others.

Nerlove, M. (1996). Flowers on the wall. New York, NY: M.K. McElderry.
Category: Picture Book
Illustrated by the author, Miriam Nerlove
ISBN: 9780689506147; OCLC: 31131868

Overview: Nerlove tells the story about a Jewish family residing in Warsaw, Poland during World War II. The story focuses on the day-to-day survival of the family with the main character being a young girl named Rachel. To pass the time and brighten their dark apartment, Rachel paints brightly colored flowers on the walls. At the end of the book, the story abruptly ends when the family is taken to a Warsaw ghetto. The story closes with the following, "Rachel's dreams, along with those of the thousands of other Warsaw Jews, faded like the flowers on her apartment walls. And then they were gone forever." Of note, a review by School Library Journal recommends this book for children in grades 1st - 4th.

Illustration notes: On page 17, Nerlove depicts a scene in which Rachel and her father are painting flowers on the walls of their apartment. Rachel looks to be enjoying herself while her father looks peaceful and reflective.

Opinion: While I appreciated the author's note at the end of the book, which gave a brief history lesson, I must admit that I did not enjoy this book. I understand that the Holocaust was a very dark time; however, the way in which the story closed, I do not feel as though it is appropriate for the age group unless time is devoted to prepare a lesson plan.

Rubin, S.G., Weissberger, E. (2006). The cat with the yellow star: Coming of age in Terezin. New York, NY: Holiday House.

Category: Chapter Book
This work contains photographs and artwork which are cited at the beginning of the book
ISBN: 9780823418312; OCLC: 56096669

Overview: Rubin and Weissberger developed a biographical piece that tells the story of the children being held prisoner in Terezin, a former military fortress in Czechoslovakia. Formatted as both a chapter and picture book (with real photographs), this book describes day-to-day life and the many coping strategies exhibited by the children. Many people living in Terezin were "transported East" to death camps. The book ends with several of the female roommates being reunited as adults. Of note, the publisher recommended this book for children ages 8 and up thus making it appropriate for those in the third grade.

Illustration notes: On page 23, a large black and white photograph which depicts a group of children who performed the opera Brundibár is displayed. In reading the book's explanation of the photograph, it is a truly amazing image.

Opinion: When I first selected this book, I imagined it to be an illustrated picture book that told the coming of age tale; however, when I cracked it open, I was pleasantly surprised to find a beautiful work of non-fiction complete with real photographs. I thoroughly enjoyed this book and think it would be very appropriate to use when introducing the Holocaust to young readers.

Russo, M. (2011). I will come back for you: A family in hiding during World War II. New York, NY: Schwartz & Wade.
Category: Picture Book
Illustrated by Marisabina Russo
ISBN: 9780375966958; OCLC: 694616188

Overview: In opening the book, the end papers are decorated with old family photographs. Before the story begins, a glossary of terms is offered for the reader. Russo's book tells the story of a young girl asking her Nonna about the charms on her bracelet. The grandmother tells the story behind each charm which adds up to her story of survival during World War II. At the end of the book, an afterword provides the reader with a brief history lesson. According to the publisher, the age level for this book is 5 and up with the reading level cited at kindergarten and up.

Illustration notes: Page 13 is devoted to an emotionally-filled illustration that depicts Nonna as a child looking into an open window where both of her parents are reacting to distressing news. In her haste, the little girl spilled the bucket of chicken feed. The characters' facial expressions look pained and solemn.

Opinion: This is an absolutely beautiful historical story that is set in Italy. The vivid illustrations both added to and supported the story. I appreciated the fact that Russo chose to use a family heirloom to tell a story.

Sim, D.M. (1997). In my pocket. San Diego: CA: Harcourt Brace.
Category: Picture Book
Illustrated by Gerald Fitzgerald
ISBN: 9780152013578; OCLC: 33968843

Overview: Sim shares an autobiographical story about young children being evacuated from Nazi-occupied countries via the Kindertransports. Dorrith, the author and main character, describes the travel and missing her parents. Ultimately, she ends up in Scotland and enjoys living a relatively normal life in which she can play outdoors with friends. Unlike many similar stories, this piece ends before she is reunited with her family making the book's focus on the Kindertransport. Because of the very short sentences and font size, I could see this book being appropriate for children in the 2nd - 3rd grades. Of note, a review by School Library Journal recommended this book for 3rd - 4th grades.

Illustration notes: Pages 7 and 8 feature a very vivid two-page spread with the story's text embedded in the upper left-hand corner. Fitzgerald depicts four children sitting outside on a beautiful sunny day socializing and eating lunch on a yellow blanket. Sim writes, "At last, the time stopped. A big boy said we were in Holland. We sat in a green field and ate cheese sandwiches. We sang songs to the Dutch people who helped us. One song was about a mermaid. They gave us milk and chocolate. Soon we were on our way again." The illustration adds to the story by giving the reader a rich visual image of the scene.

Opinion: While I loved this book, it lacked the fulfilling family reunions that other books about the Holocaust often share. On the other hand, it is realistic because there wasn't always the family reunion. Because of the beautiful illustrations by Fitzgerald, I could easily see children enjoying this book.

Sonderling, E. (1997). A knock at the door. Austin, TX: Raintree Steck-Vaughn.
Category: Picture Book
Illustrated by Wendy Wassink Ackison
ISBN: 9780817244347; OCLC: 35673527

Overview: Sonderling tells the story of a young girl who stumbles upon an isolated German farm during World War II. The Schmidt family takes her in without question and the mysterious girl works on the family farm. Several months later, a German soldier knocks on the door looking for a Jewish girl who escaped from the camp. At that moment, Mrs. Schmidt mentally makes the connection and denies housing a Jewish girl. While cleaning the horse stalls, thankfully the girl is aware of what is happening and takes refuge under a pile of hay. After the soldier leaves empty-handed, the girl identifies herself and the Schmidt family pledges to keep her safe. The story ends with the girl reconnecting with her brother after the war is over.

Illustration notes: On pages 12-13, a two-page spread depicts the Schmidt's kitchen with Mrs. Schmidt looking at the mysterious girl. In this image, the girl looks tired and haggard with a faraway look on her face. The text reads, "She helped Mrs. Schmidt with the cooking and sewing. Mrs. Schmidt wondered about the girl. Someone had taught her how to sew and clean, but the girl never spoke about herself. This girl always seemed sad, and she never smiled."

Opinion: Because this book was created via the Publish-a-Book Contest in 1996, I had trouble finding it as well as locating reviews on its content. Worth noting, the author was born in 1985 and his grandmother is a survivor of the Holocaust. Sonderling gleaned stories from his grandmother which inspired him to create this story. I thoroughly enjoyed the book and found the illustrations to be gorgeous. In comparing this book to others, I think it would be appropriate for 2nd grade and up.

Thor, A. (2009). A faraway island. New York, NY: Delacorte Books.
Category: Chapter Book
This book does not contain any illustrations
ISBN: 9780385736176; OCLC: 310399735

Overview: Translated from Swedish by Linda Schenck. Thor tells the story of two sisters who left their family behind in Vienna and took refuge on a rural Swedish island with two foster families. Initially Nellie and Stephie struggle to adapt to their new home; however, by the end of the book both sisters become part of the island community. The story explores the concept of how it feels to be an outsider.

Opinion: When selecting this book, it should be noted that the publisher deemed the age group to be 8 and up and a review by School Library Journal cited the age range of grades 5 - 8. I could see many younger students struggling with this book; however, more mature and advanced readers would likely thoroughly enjoy it. I enjoyed the perspectives offered by this story and would like to look into some of Thor's other work. Of note, this book won the Batchelder Award in 2010 and the list Notable Social Studies Trade Books for Young People in 2010.

Vander Zee, R., Sneider, M. (2007). Eli remembers. Grand Rapids, MI: Eerdmans.
Category: Picture Book
Illustrated by Bill Farnsworth
ISBN: 9780802853097; OCLC: 71812646

Overview: Based on actual events, this piece focuses on the history of a Lithuanian-American Jewish family. The story is told by Eli, a young boy, who each year observes his family's sadness during Rosh Hashanah without understanding why. Upon taking a family trip to Lithuania and visiting the Ponar Forest, Eli learns that seven of his family members were killed by Nazis and buried in a mass grave -- hence the lighting of seven candles and his family's sadness. Of note, the publisher recommends this book to children ages 6 and up.

Illustration notes: On the final page of the story, Farnsworth created an image that shows the grandfather and Eli facing each other and holding hands. Eli is looking up into his grandfather's eyes. The illustration fully supports and extends the text, "I looked up at my grandpa. Tears were rolling down his face. He held out his arms to me. I climbed up out of the put and went to him. 'It's okay, Grandpa,' I said. 'It won't be a secret anymore. I'll always remember.'"

Opinion: This beautiful book shares the story of a family's history, but rather hesitantly -- "Some things are too difficult to talk about." I thoroughly enjoyed it and will recommend it to others.

Vos, I. (2000). The key is lost. New York, NY: HarperCollins.
Category: Chapter Book
This book does not contain illustrations
ISBN: 9780439291378; OCLC: 42392169

Overview: This story is translated from Dutch by Terese Edelstein. Vos weaves a cat and mouse story of a Jewish Dutch family, the Zilverstijns, in hiding from the Nazi regime. Due to a number of unfortunate discoveries, the family goes from one safe house to the next and shares their triumphs and tragedies. The story ends with the defeat of the infamous Third Reich.

Opinion: It should be noted that the publisher deemed the age group to be 8 and up and a review by School Library Journal cited the age range of grades 4 - 7. Unlike A Faraway Island, this book's readability is much more appropriate for younger readers as the font size is larger and the book's overall length is considerable shorter. As far as my personal opinion goes, I couldn't put this book down and recommend it those interested in this theme or topic.

Williams, L.E. (1996). Behind the bedroom wall. Minneapolis, MN: Milkweed Editions.
Category: Chapter Book
Illustrated by A. Nancy Goldstein.
ISBN: 9781571316585; OCLC: 33948236
(Note: the cover image reflects the Scholastic edition)

Overview: Unique in perspective, this story follows a German girl who is a member of the Jungmädel, Hitler Youth for young girls. At the beginning of the story, she idolizes Hitler and the Third Reich. As the story progresses, she learns that her parents are harboring a Jewish mother and daughter within their home and finds herself pulling away from the Jungmädel which ultimately puts everyone in danger.

Illustration notes: Black and white illustrations are sprinkled throughout the book. On the bottom of page 130, Goldstein depicts Korinna and her mother at the kitchen table. At this point in the story, she learns of Rachel's illness. In contrast to Korinna's cockiness at the beginning of the story, this illustration shows her "stunned silence" by way of her facial expression.

Opinion: When selecting this book, it should be noted that the publisher deemed the age group to be 8 and up and a review by School Library Journal cited the age range of grades 5 - 8. When I first started reading this book, I was very skeptical because of the perspective offered by Korinna. In fact, I was disheartened by her callousness and cruelty. Without repeating myself, I was pleased to see her personal growth and the discovery of compassion for others.

Other books considered while working on this project:

Bunting, E. (1989). Terrible things: An allegory of the Holocaust. Philadelphia, PA: Jewish Publication Society. ISBN: 9780827603257; OCLC: 19517516

Fleming, C. (2003). Boxes for Katje. New York, NY: Farrar, Straus and Giroux.
ISBN: 9780374309220; OCLC: 48966566

Kacer, K. (2001). Clara's war. Toronto, Ontario: Second Story Press. ISBN: 9781896764429; OCLC: 46624591

Kacer, K. (1999). The secret of Gabi's dresser. Toronto, Ontario: Second Story Press.
ISBN: 9781896764153; OCLC: 45400651

Krinitz, E.N., Steinhardt, B. (2005). Memories of survival. New York, NY: Hyperion.
ISBN: 9780786851263; OCLC: 62934340

Polacco, P. (2002). Christmas tapestry. New York, NY: Philomel Books.
ISBN: 9780399239557; OCLC: 48761333

Propp, V. (1999). When the soldiers were gone. New York, NY: Putnam.
ISBN: 9780399233258; OCLC: 38096948

Wood, J. (2004). Coming on home soon. New York, NY: Putnam.
ISBN: 9780399237485; OCLC: 53356086