Elijah of Buxton by Christopher Paul Curtis

Curtis, C. P. (2007). Elijah of buxton. New York: Scholastic.

Summary
Elijah was the first free-born in the Canadian Elgin Settlement and Buxton Mission of Raleigh. In this coming of age story, Elijah begins to understand the true meaning of being an adult and the burden of responsibility. Mr. Leroy has just accumulated enough money to buy his wife and children back from their American slave owners. However, when the “Preacher” steals his money, Mr. Leroy goes to Detroit for his blood. Taking Elijah with him, Elijah must face his fears and use his heart to do what’s right.

Advisory Information

-Themes
a. Coming of Age: Throughout the story, Elijah is described as being fragile. It is not until the end of the novel that Elijah realizes what being fragile truly is.

b. Slavery: This book emphasizes the extent to which slavery robbed people of their identity as well as their mind. This is shown through Mr. Leroy, Chloe, and even the family who hide in the tree.

c. Freedom: Freedom is a reoccurring theme throughout the novel and not just in terms of physical freedom. Elijah’s upbringing and education is a means of emancipation especially when contrasted with some of the adults in Buxton as well as Chloe.

d. Hope: Hope is one of the main themes of this novel. For many Elijah and the children born in Buxton represent the hope of their parents to have a better life. Buxton itself and the freedom bell also represent hope. Lastly, the young baby, Hope, can also be seen as hope for Elijah – his own example of hope in a world which is not as calm as it once seemed.

-Age Recommendation
Due to the writing style, themes, and descriptions of slave treatment, I would recommend this book for intermediate readers aged 8 – 12.

-Other Information
Elijah of Buxton is historical fiction, and is based upon the actual settlement of Buxton in Canada. Christopher Paul Curtis does include an Author’s Note which goes into further detail about his intentions in writing this novel, as well as the historical truths of Elijah’s story.

Elijah of Buxton is the winner of the Coretta Scott King Award and a Newbery Honor Book for 2008.

Reaction

Curtis’ writing style is one of the best I’ve read for Children’s Fiction. Elijah of Buxton is told in such a way that readers are drawn into the language and descriptions of the story. Elijah’s character is endearing and Curtis challenges his readers to understand some of the more difficult social and political issues during the 19th century. This novel’s characterization and narrative techniques were similar to Twain’s The Adventures of Huckleberry Finn, in that Elijah’s experiences and thought process guide the reader to greater insights. Highly recommended.

Christopher Paul Curtis on Elijah of Buxton


Video:
http://www.youtube.com/watch?v=2GdevJ6jjHI

The Gravesavers by Sheree Fitch

Fitch, S. (2005). The gravesavers. Ontario, Canada: Doubleday Canada.

Summary
After her mother’s miscarriage, Cinnamon Hotchkiss, or Minn, is sent to live at her Grandmother’s house for the summer in rural seaside Boulder Basin, Nova Scotia. Minn does not get along well with her Grandmother, and hopes to pass the summer running and avoiding the “witch.” However, when Minn finds a baby’s skull washed along the shore, she begins to uncover a mystery that dates back to a shipwreck. Can Minn have the courage to discover the truth about the skull, the shipwreck and the mysterious boy Max?

Advisory Information

-Themes:

a. Guilt: Minn must come to terms with her parent’s “abandonment” following her mother’s miscarriage in addition to her own guilt surrounding the event.

b. Spirits/Death: Minn and her Grandmother feel compelled to protect the graves of those who were lost during the shipwreck. There is also an example of spirits and how life after death affects both the living and the dead.

c. Coming of Age: The Gravesavers shows Minn’s growth during the summer before she turns 13. She learns what is important to her as well as how she wants to make an impact on the world.

d. Forgiveness: Forgiveness is a common theme throughout the book, especially with Minn and her mother, Minn and her grandmother, and Thomas and John.

e. Family Relationships: Family relationships are what push the plot along. Minn’s relationship with her grandmother and the rest of her family is juxtaposed with Thomas and John’s family relationship while crossing the Atlantic aboard the S.S. Atlantic. The reader is able to see how family relationships have changed very little over 100 years in Fitch’s narrative.

-Age Recommendation

Intermediate Children's Fiction (10-14 year olds)

-Other Information

The Gravesavers is a great example of historical fiction, blending fact with fiction. The “…S.S. Atlantic was the most tragic shipwreck in Maritime history before the Titanic” (Back cover of novel). Fitch includes an author’s note which gives readers a little more information regarding museums, parks and archives about the wreck.

NOMINEE 2005 - Canadian Library Association - Book of the Year for Children

Reaction

Sheree Fitch’s The Gravesavers is an excellent work in writing style, characterization, and plot. Minn’s character development is very believable through her growth as a runner, granddaughter, friend, and romantic interest. Fitch’s writing style captures Nova Scotia’s environment as well as Minn’s feelings towards the skull, shipwreck, and its passengers. Highly recommended.

Millie Ride the River by Troon Harrison, An Our Canadian Girl Book

Harrison, T. (2004). Millie ride the river. Toronto, Ontario: Penguin Canada.

Summary

When Millie is sent to vacation at her uncle’s house in the Kawartha Lakes, Millie has a difficult time adapting to her cousins lifestyles. Feather wears deerskin dresses, canoes, and is quiet compared to Millie. Millie cannot even swim! As Millie gets to know her cousins better, she realizes that she has much to learn from them, but when the lighthouse light is out; will Millie be able to help?

Advisory Information

-Themes:

a. Understanding other cultures: Millie must learn to adapt to the Ojibwa culture in order to learn from her aunt and cousins.

b. Logic: This sounds weird as a theme, but part of Millie’s character development is understanding the consequences of her actions. Sometimes Millie does not think before she acts.

c. Courage under Fire: Millie must be calm and composed in a dangerous situation.

-Age Recommendation:

I think that young girls aged 7-10 would enjoy this story.

-Other Information:

This book is the first in the Our Canadian Girl: Millie series.

The story is set in 1914 at the start of World War I.

The illustrations were completed by Janet Wilson.

For more information about the Millie Series: http://www.ourcanadiangirl.ca/millie.php

Reaction:

This book was straightforward, and girls who wish to read a book about adventure would enjoy it. Due to the age that this book was written for, the book is easy to read. Nevertheless, it was interesting to learn about the Kawartha Lakes, and how it was used for travel, entertainment, and trade even in the early 20th century. It would be interesting to see if the other books in the Millie series focused on World War I’s impact upon the Kawartha Lakes.

Alone in an untamed land: The filles du roi Diary of Hèléne St. Onge by Maxine Trottier, A Dear Canada Book

Trottier, M. (2003). Alone in an untamed land: The filles du roi Diary of Hèléne St. Onge. Dear Canada Series. Ontario, Canada: Scholastic Canada Ltd.

Summary

When her father dies in 1666, Hèléne St. Onge and her older sister Catherine, leave France to go to New France. Hèléne suffers many hardships on the boat including the death of her sister. She decides to take her sister’s place as a filles du roi, where when she finally ends her journey in Montreal, she will be asked to marry and start a family so that the population would grow in New France. Determined to marry on her terms, can 15 year old Hèléne find love in Canada’s frontier?

Advisory Information

-Themes:

a. Hardship of Life: Hèléne faces many difficulties, including the death of her immediate family, sailing across the Atlantic Ocean and life in rural Montreal.

b. Discrimination: Hèléne sees how the Native Inhabitants are treated especially those who associate with the Mohawk tribe.

c. Women’s Acceptance of Duty: It’s interesting how Hèléne accepts her role as a filles du roi. While she does expect to marry on her terms, she is willing to follow in her sister’s footsteps. Additionally, the way that Hèléne learns the household duties of a Canadian woman is also one of acceptance.

d. Canadian Landscape: The author does discuss the aspects of Montreal seasons. While she does point out the cold, she also reinforces some of the beauty in the natural environment. Hèléne finds much to enjoy including the spring, the rainbows, the trees, and so forth.

Age Recommendation:

I would consider this book appropriate for Intermediate Readers aged 8-13.

Other Information:

The book was written in journal format.

The author has provided the reader an enormous amount of information regarding some of the aspects of this story including: a glossary of both French and Mohawk words, a Historical Note, and pictures to emphasize some of the real people who lived and impacted New France in the 1600s.

Filles du roi is translated as "daughters of the king." In France, girls were sent to Canada as a sort of mail-order-bride with the intention to help populate New France. As "daughters of the king" these girls were given dowries by the monarchy and their passage paid for. It should be noted that this term did not imply any other royal connections or lineage.

Reaction:

I thought that this book provided an introductory example for young girls who are interested in learning the history of how Canada was populated during the 1600s. The book was an easy read; however, I was surprised that the author did not show more physical hardships for the main character Hèléne. While Hèléne does experiences emotional tragedies, Hèléne faces very few obstacles once she arrives in New France. While I did enjoy the book, perhaps the light treatment of Hèléne is due to the audience that Trottier is writing for.

Rex Zero and the End of the World by Tim Wynne-Jones

Wynne-Jones, Tim. (2007). Rex Zero and the end of the world. New York: Groundwood Books.

Summary:

Set in the backdrop of the Cold War under Kruschev, Rex Norton-Norton, his family and friends, live in constant apprehension of the possibility of war between the two superpowers (the United States and the Soviet Union). In his new house in Ottawa, Rex is desperate to make friends before the start of school. While riding, he briefly sees a monster, and a girl who tries to take its picture. He finds out that the monster is an escaped panther. Can Rex capture the panther, or is nothing what it truly seems?


Advisory Information:

- Themes:

a. The book does an excellent job showing how wars in general affect all populations. Despite their attempts to have a normal childhood, the children are bombarded with war paraphernalia like bomb shelters, and are in fear of a nuclear holocaust. While this fear doesn’t ruin their lives, it definitely is a fear and does in part dictate their perceptions of life. How Canadians still feared the Cold War’s affects.

b. Coming of Age Story: Rex’s experiences in this novel affect his overall feelings towards the war, people and his family.

c. Loss of innocence: This can be illustrated, in terms of war Rex becomes disillusioned with the Diefenbunker and the effects World War II had upon Alphonse.

d. Belief in one’s self despite the opposition (Kevin’s dad, and Kevin over the panther)

-Age Recommendation

I think that this book would appeal to intermediate readers in 3rd through 7th grade.

-Other Information:

This book has won awards including the American Library Association Notable Children's Books, the Boston Book Review Winner, and the Bank Street Best Children's Book of the Year.

Reaction:

I thought that the book captured the time period well. I remember growing up and having my mom tell me stories about how as a child she and her mother would go shopping for bomb shelters at conventions. I also thought that the characterization was very interesting. Rex Zero seemed to be one of those narrators that think beyond their years, and yet act their age.

Naomi’s Road by Joy Kogawa

Kogawa, J. (1986). Naomi’s road. Toronto: Oxford University Press.

Summary

Shortly after her mother leaves to go to Japan, Naomi is sent, by train, with her brother Stephen, her Aunt, Obasan, and her Uncle to an internment camp in Slocan, British Columbia. In Slocan, Naomi’s life is somewhat normal, she goes to school, eventually befriends a young white girl named Mitzi and they exchange dolls. Once victory is declared, Naomi and her family then move to a farm in Alberta. Life is a journey for Naomi, but she is slowly learning how to cope in her new circumstances.

Advisory Information:

-Themes:

a. Race Relations: Initially Mitzi is hesitant to befriend the Japanese-Canadians, and it is not until Naomi has lived in Slocan for a couple of months does Mitzi come around.

b. Coming of Age: Naomi is forced to grow up in the internment camp without her Mother and moves without her father to Alberta. As she grows Naomi is beginning to understand the “road” that everyone must take in life but each is unique.

c. The displacement of Japanese-Americans in World War II: The book is an example of what Naomi and her family has to give up due to discrimination against those who are ethnically Japanese, even if they consider themselves Canadian.

-Age Recommendation:

I think that this story would be more suitable for older elementary school children. In the introduction the author said she wanted this book to be an introduction to the treatment of Japanese-Canadian’s during World War II. Therefore, some of the aspects of the story might go over the children’s heads if they do not understand the time period.

-Other Information:

The book takes place in British Columbia and Alberta.

Reaction:

I’m not entirely sure if children will understand the significance of this book without some history and understanding of racial tension during World War II. While the author tries to introduce children to the subject with an opening letter in the introduction, the novel only looks at the world through Naomi’s eight year old eyes. Children, then, will not necessarily understand the culture of the time period, examples of discrimination might be overlooked. Furthermore, the story does not flow as well since this book is sort of like an excerpt to the author’s book Obasan; important characters are introduced then forgotten. While this book is interesting it would be better used as a supplemental text.