"Sixty Fairy Tales of the Brothers Grimm" -by Wilhelm and Jacob Grimm Illustrations by Arthur Rackham

Published in three volumes from 1812 to 1824, Wilhelm and Jacob Grimm compiled their collection of folklore in the Nursery and Household Tales. Several stories from this massive collection are rewritten classics such as Sleeping Beauty or Cinderella. Arthur Rackham is considered by many scholars of fairy tales to be a master artist of fantasy.

The first tale I discovered is titled The Twelve Dancing Princesses. A King is introduced with twelve beautiful princesses. Every morning, the princesses shoes suggest that they have been dancing all through the night. In an effort to find a solution to this mystery, the King declares that any man who can successfully solve this mystery and find where the princesses travel within the span of three nights will win a hand in marriage from one of the princesses. If three nights expire without a solution the man will forfeit his own life. Immediately, several men attempt the challenge and fail. Eventually, a man who is a soldier attempts the challenge after a conversation with a wise old woman. The old woman gives the man an invisibility cloak and warns the solider to stay away from the wine produced at the end of the night. After taking this advice, the soldier is able to track the princesses to a secret, underground castle with princes. The princesses dance the night away with these underground princes, and the solider collects artifacts that give evidence of his findings. After three nights of following the princesses, the solider explains the mystery to the King and is awarded the hand of one daughter in marriage. This tale contains some material that I believe is slightly inappropriate for young readers. I feel that a 4th or 5th grade reader would enjoy this take on Cinderella.

The Dog and the Sparrow is a very violent tale of a small sparrow. The beginning of the tale opens with a sparrow meeting a starving dog. The emaciated dog is in dire need of assistance. The dog asks for meat, bread, and rest. The sparrow returns these requests with meat from the butcher, bread from the baker, and finally the sparrow rests on a pole while the dog rests. While the dog is sleeping, a carter carrying wine on his carriage runs over and kills the dog. The tale then becomes a story of revenge as the sparrow empties the carter's wine casks, severely injures his horses, and destroys his house. After the sparrow destroys the carter's house, the wife of the carter entraps the small sparrow in between her arms. "Shall I kill it?", questions the wife. The carter decides that the sparrow deserves a firmer punishment and swallows the small bird. As the bird struggles to escape, the carter calls for his wife to strike the bird. The wife misses the bird and kills the carter. As a dog lover and sensitive pre-service teacher, I would not entertain the idea of having this book within the walls of my future classroom library. Under the careful supervision of an adult, I feel that this story may be fun for an appropriately aged child, but I do not believe that age is contained within elementary school.

The Wolf and the Man is the last tale I will share from this enormous text. A wolf and a fox, caught together in the woods, have a conversation about combatting man. The first individual they see is a discharged soldier. The fox informs the wolf that this was a man. The second individual to walk into the woods is a small boy. The fox tells the wolf that this is not yet a man. The last individual to appear is a grown man with a gun. The fox prods the wolf to attack the man. The man's gun is not loaded, and he fires gunpowder into the wolf's face. The man then unsheathes a knife and swings at the wolf. The wolf interprets these actions in a retelling to the fox as a stick with something that blew into his nose and a sharp rib produced from the hunter's body. "'Now, you see,' said the fox ' what a braggart you are. You throw your hatchet so far that you cant get it back again." I find this text to be slightly more accessible to a young reader. Discussions could cover the misinterpretations of the wolf's experience. Ultimately, however, I find this text to be inappropriate for an elementary classroom.

I find it interesting that, in the time these works were produced, literature of this nature was deemed completely appropriate for children. I admit that censorship of children's literature can be taken to extremes. Creating perfect balance of multicultural ideologies and sociopolitical outlooks is almost impossible when crafting a book. Should every book that a child is exposed to contain a happily married, white, middle class family with 2.5 kids and a dog? Absolutely not. This literature is unfortunately no longer applicable to the elementary landscape. I would expect school administrators to be very unhappy with such a collection. The literary value of this collection may serve as a wonderful foundation for language structure, 19th century vocabulary, and a representation of classic folk tales. In conclusion, I would love for interested readers of a mature audience to explore the dark and gripping fantasy tales of the Brothers Grimm. Elementary students and parents of elementary students - stay away!

"The Little Island" by Margaret Wise Brown and Leonard Weisgard

The Little Island is both a classic text and a Caldecott award winning picture book. Published in 1946, Margaret Wise Brown is also known for writing Goodnight Moon. Wise Brown and Weisgard begin The Little Island by introducing the main character, the island. The island is depicted as a living, breathing land that shares its days with the animals and plants that call the island a resting place. "The morning was very quiet on the Island with only the spiders sailing their webs against a gentle wind." The authors use an upper case "I" when referring to the island, giving the land a true character. The illustrations inform the reader of how the seasons influence growth on the island. The animals in and out of the water rely on the island for a foundation.  The descriptions of the wildlife are very beautiful. Giving identifications of various different plants, Wise Brown and Weisgard create many characters within the text that are, in reality, considered non-living. A visit from a cat and two human boaters is the arch of the book. Once reaching land, the cat begins to question the island's place in the world. The cat claims to be a part of the world because his feet are upon the earth. When the island claims to be an equal part of the world, the cat is doubtful. The cat then relies upon faith to trust a fish that supports the island's claim to be a part of the world. In a beautifully poetic and surreal moment, the cat flies into the air and views the small island from above. The book closes with the continued observation of seasons, long after the cat and his owners leave.

The chronology of the book is magnificent at creating a strong character out of the island. The visitation of the cat occurs in the middle of the text, surrounded by the quiet and slow seasonal changes. The Little Island is supportive of the idea that we are as much a part of the earth as the earth is a part of us. I find the surreal qualities of the book to be appropriate for young imaginations. The text is somewhat abstract at an adult level, yet with such powerful imagery I believe that children would be completely captivated. As timeless as Goodnight Moon, Wise Brown does not create an endpoint to the interpretation of this text. Welcoming imagination, The Little Island is a text that will never tire from re-reading. I will look to this book as a story to share through a read aloud and to encourage further exploration. The continuity of the Island will preserve this text for generations.

Here is a link to Wise Brown's approach to the creative process and the task of writing for 5 year olds :
http://www.margaretwisebrown.com/ideas%20for%205%20year%20olds.pdf

"No, David!" by David Shannon

Contained within this blog entry is a review of a Caldecott Honor award winning book, No David, by David Shannon. Shannon received a series of illustrations from his mother that he had created when he was a child, titled No David. The author originally reflected upon this commonly repeated phrase in his childhood house. After reformatting his original text and revising the illustrations Shannon published No David as a memoir to his childhood. In the forward, Shannon dedicates the book to the two women in his life that have put up with him during his worst behaviors, his mother and his wife.

No David contains two-page illustrations of a young David Shannon being told "No!" as he pushes the boundaries of proper behavior. We find David covered in mud and leaves walking though the house trailing the outdoors with a sharp "No, no, no David" etched into the frame. Shannon's use of perspective is taken directly from that of a child. Objects appear to exist out of reach of the viewer. I find the most amusing page to be an image of David in a living room filled with scattered toys. The viewer can only see the back of David, however, because he is sitting inches away from the television. David's mother asks her son to, "Put the toys away David." The momentum of the text is reaches its peak when David is called by his mother to come to her for a hug. The reader is finally introduced to a new word, "yes, David."

Shannon owes his success to both his honest account of early childhood and his ability to create images that are in one sense refined and in another completely childlike. The illustrations within No David appear to have been produced by a child, yet color and perspective are so carefully considered that the outcome is cathartic. David's character resonates with my own childhood experiences, yet I am unsure of how this text would be digested from the girls in the classroom. For this reason, I am left undecided on whether or not No David would be appropriate for a whole class read aloud. The unconditional love of a mother to her child is critical to Shannon's message. Even though David is seemingly unable to stay out of trouble, there is the assurance at the end of the day that he will always be loved. As a young man with a loving mother I melt at Shannon's ending. Lastly, I find No David to be a text that an educator may need to refer to after an especially difficult day. Students must feel safe and cared for to gain anything from our instruction. David Shannon will appear on the bookshelf of my future school library.

"Can I Play Too?" by Mo Willems

Can I Play Too? is Mo Willems masterfully illustrates and writes about the inner workings of a friendship in this tale of three friends playing catch. Part of the Elephant and Piggie series, Willems has chosen to explore the recognition of differences that define us all. As the story unfolds, Elephant and Piggie are beginning a game of catch. Before the two friends begin, a small snake approaches. The snake asks to join the game and this request is met with misunderstanding. Piggie and Elephant, eager to include Snake in the game, are unable to grasp how Snake will be able to participate. "You do not have arms", says Piggie. Piggie and Elephant will not accept the thought of giving up, so they try to throw the ball at Snake. Several attempts lead to a frustrated group of friends, but at last Piggie has the best idea of all! The last frame of the book depicts Piggie and Elephant throwing Snake up into the air. "I love playing catch with my friends!"

I am astounded at how effectively Willems uses this small tale to encourage young readers to never look at physical attributes as any indication of whether or not one can participate. The message of this story is as resounding with adults as it is with children. I find that the use of animal characters is particularly appropriate. Explicit representations of wonderful children with physical disabilities are hidden behind the animals, yet as emerging educators we may choose to discuss this similarity with our students. The yearning for friendship and belonging are present in every child, yet unfortunately some individuals judge solely on outward appearance. I believe that the Snake is a character we can locate in every classroom. The timing of such a work is pitch perfect. I am eager to share this book with my Kindergarten classroom. They will undoubtedly enjoy the silliness of the characters with the colorful illustrations. I will be sure to allow time to explain what Snake may look like in real life. Only after learning the identity of Snake, children have the exposure to never give up on sharing with friends of all shapes and sizes.

"Accessible, appealing, and full of authentic emotions about what makes friendships tick, these titles will put a contemporary shone on easy reader collections." (Booklist - starred review)

Willems blog can be found at http://mowillemsdoodles.blogspot.com/

"Harry the Dirty Dog" by Gene Zion with pictures by Margaret Bloy Graham

Gene Zion introduced Harry the Dirty Dog in 1956. This classic picture book follows the eventful day of a  family dog. Harry, as the reader learns immediately, loathes bathing. Upon hearing the bathtub one morning, Harry buries his bathing brush in the front yard and takes off into the town. Throughout the next several pages, our small and white with black spotted main character plays all over town. Harry becomes very dirty as he plays and eventually returns home, in order to prevent his family from worrying over his whereabouts. Once Harry returns, however, he has become black with white spots and his family does not recognize him. Harry performs tricks to affirm his identity, but the family is unable to recognize this dirty dog. Harry eventually realizes that he must face his greatest fear, and take a bath. He retrieves his hidden brush and runs to the bathtub, at which time the family feels sympathetic enough to give the poor dog a bath...

"'It's Harry! It's Harry! It's Harry!' they cried." Harry the Dirty Dog, although written over 50 years ago, contains a story that fills the hearts of every child that has a dog or pet in their life. While leash laws and the concern of a family with a wandering dog are certainly outdated, the core of this text is a timeless appreciation for a family's best friend. The underlying theme, however, is that cleanliness is next to dogliness.

Readers may be able to recall an early relationship they formed with bathing. The intended audience of this book, K-2, may identify with the small dog. Dancing, running, and laughing often accompany being outside and returning home covered in mud. Harry was unidentifiable upon returning. I can see a continued parallel between our main character and the young readers. Zion is calling his readers to giggle and play, but even dirty dogs need a bath.

The language of this book, I feel, is completely appropriate for an exciting read aloud on a rainy day much like today. Imaginative, silly, and adventurous; Harry the Dirty Dog is a must for your classroom library.

"Press Here" by Herve Tullet

Press Here is Herve Tullet's narrative of color and shape. Originally published in France under the title Un Livre (translation: A Book) in 2010, Tullet's english translation first appeared on U.S. bookshelves in 2011. At the turn of every page, the reader is asked to interact with the colored dot/dots that contrast a static background. The actions of the reader direct the outcome that appears on the following page. Tapping on the yellow dot five times, for example, will create 5 new yellow dots on the next page. As the book progresses, the tasks become varied and the outcomes are truly exciting.

Tullet creates a visual screenplay using acrylic paint that occasionally is marked by his own fingers. Red, yellow, blue, black and white restrict Tullet's palate to bright, childlike color. The characters of this book are the colors that Tullet has explicitly choreographed. Movement and light are the influences that create a theme within the text. Not intended to be a read-aloud, Press Here was designed to put in the hands of a young learner. "The single touch of a finger sparks a whimsical dance of color and motion in this joyful celebration of the power of imagination," boasts Tullet. This sentiment expressed by the author is foundational to the continued efforts of children's authors to spark life-long literacy. However, the text in Press Here is inaccessible to the desired audience. "Fabulous! Five quick tapes on the yellow...There. Well done. Now tilt the page to the left...just to see what happens." The transformation of shape and color within this book is gripping, yet the language is far beyond the average primary student. Press Here, in my opinion, would not be exciting in a 5th grade classroom. Primary learners would love this book, yet they would not be able to understand the complicated expressions. I was extremely excited to find a book with color and movement, imagining students jumping up and down to manipulate the colors and turning to the next page only to see that they have changed. I am disappointed, though, that those children are unable to access the language to follow the directions.