FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL AND HER STUDENTS by Suzanne Jurmain

1. Bibliographic data

Jurmain, Suzanne. 2005. Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students. Boston: Houghton Mifflin. 0-6184-7302-5.

2. Plot summary

Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students relates the story of Ms. Crandall, a Quaker teacher, and her attempts to start the first school for African-American girls. Forbidden Schoolhouse describes how Ms. Crandall decides to start the school, gains support from abolitionists and preachers, recruits young African-American girls from all over New England, and faces the wrath of her town in Connecticut. Jurmain writes of how the school met its demise after two years of studies, and what happened to Ms. Crandall and her students as they went their separate ways.

3. Critical Analysis

On the inside back cover of Forbidden Schoolhouse, Suzanne Jurmain notes that "few people [are] unfamiliar with her [Prudence Crandall's] extraordinary story." When Jurmain describes how she researched Prudence Crandall in her acknowledgements, I saw how an exhaustive search she put on. Because of her efforts and her prior award-winning books for children on historical subjects, I believe that this book's facts -- those that are quoted by the author -- are accurate. Jurmain includes significant facts within her writing, such as a portion of a letter that Crandall wrote to one of her supporters, William Lloyd Garrison:

"Mr. Garrison: The lady that wrote you a short time since would inform you that she is now in town, and should be very thankful if you would call . . . and see her a few moments this evening at 6 o'clock."

While this letter's contents and intent are a fact, there were passages in the book where I wasn't sure if the ideas expressed were the author's or the heroine's. For example, when Jurmain writes about Crandall's support of Garrison, she says "...Garrison needed allies and Prudence was ready, willing, and able to help. Besides, she was a teacher." Did Prudence Crandall really feel this way, or is this sentiment of the author's creation? I did note that Jurmain's captions for pictures often said something like "This may have been what Crandall's classroom looked like" or "This could have been the state of Crandall's room" -- making the distinction between reality and possibility.

I found Forbidden Schoolhouse to be very organized. Jurmain includes a table of contents and index to look up information. This book follows a story, and events take place in chronological order. Jurmain could not find many illustrations, but put what she could in the book. She also included pictures of the school house (which still stands today) to give the reader a feel for the building.

The design of this book is very much like that of a fiction book, sans the real portraits, paintings, and documents. The chapters, spacing of lines, font, and graphics all give the book a historical air. The illustrations and photographs complement the text and give the book the appearance of what it is -- a story about a woman from the past.

I found Jurmain's style very easy to read and follow. There was no point in the story where I was lost or tripped up over the language. Because Forbidden Schoolhouse is written in third person, I did not note any portion of text that showed Jurmain's enthusiasm for the subject. She didn't allow her own feelings to come into play. Because the book's purpose was to tell a story, there aren't really any examples of Jurmain challenging the reader to think clearly or to read more on the topic. Perhaps Jurmain hoped that Forbidden Schoolhouse would encourage readers to seek more information on their own, but she never asks them to.

I really liked this story, and I'm glad that I read this book. It's wonderful that Suzanne Jurmain took the time to research and write Forbidden Schoolhouse, and it's a story that everyone should read. The only problem I have is that there were times that I felt that I was reading historical fiction, not nonfiction. Jurmain did not alter any of the events -- that I know -- but I am not sure if I'm comfortable with how she expressed the emotions everyone was feeling. Jurmain includes many everyday thoughts and activities that occur in Prudence's life, and for some reason I doubt that all of it is factual.

4. Review Excerpts

"Jurmain describes the difficulties Crandall faced when she decided to open a school for African-American females in Canterbury, CT. Although she had the support of William Lloyd Garrison, editor of the antislavery publication the Liberator; Reverend Samuel May, a Unitarian minister; and others, her hard work met resistance in the form of riots, arson, and a jail sentence. Black-and-white photos highlight the key players and the famed schoolhouse. The appendix lists the courageous students who attended the school along with a few facts about them, including how their futures played out after the institution was forced to close. This book offers a fresh look at the climate of education for African Americans and women in the early 1800s. Report writers and recreational readers alike will find it informative." - School Library Journal

"Jurmain has plucked an almost forgotten incident from history and has shaped a compelling, highly readable book around it. In 1831, Prudence Crandall opened a school for young white ladies. When asked by an African American teenager if she might join the class, Crandall, whose sympathies were with the abolitionists, agreed. So begins a jolting episode in which Crandall turned her school into one for girls of color, and is both tormented and sued by the citizenry of Canterbury, Connecticut, who wanted no part of African Americans in their town. Writing with a sense of drama that propels readers forward (and quoting the language of the day, which includes the word nigger), Jurmain makes painfully clear what Crandall and her students faced, while showing their courage as they stood up to those who tried to deter them. Printed on thick, snowy stock and including a number of sepia-toned and color photographs as well as historical engravings, the book's look will draw in readers. Children will be especially pleased by the appended material, which includes an epilogue that tells what became of the principals, as well as source notes for the many quotes." - Booklist

5. Connections

Related Books:

Bausum, Ann. 2005. Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement. Washington D.C.: National Geographic Children's Books. 0792241738.

Freedman, Russell. 2006. Freedom walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House. 0823420310.

Jurmain, Suzanne. 1998. Freedom's Sons: The True Story of the Amistad Mutiny. New York: Harper Collins. 068811072X.

THE MAN-EATING TIGERS OF SUNDARBANS by Sy Montgomery

1. Bibliographic data

Sy, Montgomery. 2001. The Man-Eating Tigers of Sundarbans. Boston: Houghton Mifflin. 0-6184-9490-1.

2. Plot summary

Sy Montgomery investigates the myth behind man-eating tigers near a remote Indian village. Montgomery provides information about the region, the village and its people, tigers in general and specific to the region, and ties in the village culture as she seeks to learn more about the man-eating tigers.

3. Critical Analysis

I'm of the opinion that this book is relatively accurate. The village that Montgomery has researched for The Man-Eating Tigers of Sundarbans is very remote and her research was very extensive. Despite it being published six years ago, I believe that this book is pretty up-to-date considering the subject matter and Montgomery's extensive research process. I don't know how long it took for her to write this, but I would imagine it took her a while to compile the data and put it into a book format.

Montgomery interviewed a wide variety of sources including villagers and local government officials. She clearly distinguishes between fact and theory after she lists a set of theories concerning why tigers have been attacking men: "All of these are ideas, not answers. Scientists call such ideas hypotheses. Which ones seem most likely to you?"

As an author, naturalist, newspaper columnist, documentary scriptwriter, radio commentator, and an affiliate of National Geographic, I find Sy Montgomery very qualified and I believe her work in The Man-Eating Tigers of Sundarbans to be accurate.

Montgomery's layout is very easy to follow and aids in the process of understanding the material. She goes from general to specific in describing the country of India and then the village. She discusses tigers in general first, and then focuses on the tigers near the village. I found this technique really helped me understand the big picture first, which aided me in comprehending the intricacies of the man-eating tigers. There are headings for each section such as "The Tiger is Watching," "A Visit to Sundarbans," and "How Tigers Live." The sequence is clear and made sense to me. There is an index and supplementary back material. The illustrations are appropriate and provide visual representation of what is being described in the text.

I loved the design of this book. I was a little afraid when I saw the cover of the book: a huge tiger head peers menacingly at you! However, the inside of the book accustoms the reader to the world of tigers through friendly text and beautiful pictures. I found Montgomery very readable and felt as if we interacted throughout the book. The layout was very appropriate for the book -- I didn't get confused and followed along quite easily.

Montgomery has a very lively, inquisitive writing style. I could tell she was very excited about the man-eating tigers mystery: "As you travel the waterways in your boat, you will find their [tigers'] footprints everywhere. There, in the wet mud of the riverbank, you can see where a huge tiger hauled itself out of the water! You can even see where the tiger extended its great claws to keep from slipping in the mud." By inserting words such as "everywhere," "even," as well as an exclamation mark, one can tell that Montgomery is in wonder of the tigers she describes.

Montgomery uses questions to encourage the readers curiosity: "Is this what really happened? Are the tigers who live in this forest different from other tigers? Why do they hunt people? Do these tigers really have power other tigers don't?" These questions about tigers at the beginning of the book gets the reader excited to read more and find answers.

Montgomery never talks down to the reader. All of her language is easy to understand, and she never uses big words or scientific jargon that the public wouldn't understand -- let alone children.

Montgomery challenges students to think critically in The Man-Eating Tigers of Sundarbans. She repeatedly asks students to take notes and reflect on them: "Go over the details of the stories in your notebook. The people say that the tigers can appear from nowhere and can fly through the air. Can this really be true?" These directions ask children to collect information -- just like Montgomery has -- and think for themselves. She encourages them to ask questions and come to their own conclusions.

This is a great book for adults and children. There is so much to be learned about this region of the country, tigers, and this legend. I found it quite fascinating and I think you will too!

4. Review Excerpts

"These unusual creatures of the Sundarbans-a mangrove forest stretching along the Bay of Bengal in India and Bangladesh-really do hunt and eat humans. Montgomery invites readers to journey with her to the region to better understand these elusive animals. "And here you-leave cars behind. You can get to the tigers' forest only by boat." She introduces several knowledgeable residents who describe their experiences. The author also explains many aspects of the rapid loss of the world's tiger population, the little understood behavior of this region's tigers, the lives and beliefs of local people, and the special features of the habitat and its role in supporting a chain of animal life. The largely conjectural knowledge of the tigers is handled carefully, but the lack of immediacy may tax the patience of readers expecting the more dramatic encounter with tigers suggested by the title and cover photo. The mysterious creatures are well concealed by the mangroves, and the few appearing here in handsome photographs are actually in captivity. There are also fine views of other animals, the natural setting, and the people. Montgomery's personal enthusiasm and knowledge extend nicely into the book's informative concluding elements that include fast facts, a glossary of Bengali phrases, a list of related organizations, and comments on the photographs." - School Library Journal

"The author of the acclaimed Snake Scientist (1999) has spun off this title from her 1995 adult book Spell of the Tiger, but this oversize volume has clearly been written with young people in mind. It immediately captures attention with fresh, engaging writing that turns a scientific study into a page-turning mystery. Montgomery carefully sets the place: a flooded forest called the Sundarbans Tiger Reserve, which runs along the bay dividing India from Bangladesh. The tigers living there, unlike most tigers, prey on people--and most of their victims are men. Montgomery, who took four trips to Sundarbans, first introduces normal tiger behavior, then takes readers right into the heart of the tiger reserve and surrounding areas. She offers the scientists' take as well as the villagers' perspective, concluding that folktales and religious beliefs about the tigers can be just as true as what science has to say. Interestingly, for an oversize, glossy book, the color photographs aren't the drawing card. In fact, tigers are often missing from the sometimes pedestrian photos (no doubt, as Montgomery explains, because the animals are extremely hard to see). It's the text, with as many questions as answers, that excites, as a fascinating topic meets a talented storyteller." - Booklist

5. Connections

Related Books:

Clutton-Brock, Juliet. 1991. Eyewitness Books: World of Cats. New York: Knopf. 0863186246.

Higgins, Maria. 1998. Cats: From Tigers to Tabbies. New York: Crown. 0517800039.

Stonehouse, Bernard. 1999. A Visual Introduction to Wild Cats. New York: Checkmark Books. 0816039259.

Thapar, Valmik. 1999. Tiger: Habitats, Life Cycles, Food Chains, Threats . Austin, Tex.: Raintree. 0739809466.

LIGHTNING by Seymour Simon

1. Bibliographic data

Seymour, Simon. 1997. Lightning. New York: Morrow Junior Books. 0-5900-3613-0.

2. Plot summary

Seymour Simon's Lightning provides a plethora of information about lightning in our world yesterday, today, and tomorrow. Simon begins with the different explanations have had for the source of lightning through the years. He provides information about lightning's speed, voltage, causes, types, history, and experiments that have been conducted to learn more about lightning. He uses photographs paired with text to explain what occurs when lightning strikes, as well as to reveal new kinds of lightning recently discovered. He highlights Tucson, Arizona and the entire state of Florida as lightning-prone location. Simon concludes by giving advice concerning lightning safety.

3. Critical Analysis

As I read Lightning, I was surprised to run across bits of information that I had never heard of before. This edition of Seymour Simon's book was published in 1997, so I was naturally surprised to find myself learning from a book that was ten years old. Most of the facts I already knew to be true, so I think this book is very accurate for the year of 1997. I know that Simon recently published a new Lightning in 2006, so this edition is sure to have more up-to-date information. Despite its older publication date, this book's facts have not be disproved and I feel like it is accurate for its time. However, if I had the choice between the 1997 and 2006 editions, I would definitely choose the latter for my class.

I was not as impressed with this book's organization. There are no reference aids - no table of contents, subheadings, or index. The book seems to go all over the place, and there is no flow of subject matter. Simon's focus bounces from people's perceptions of lightning to lightning's speed and voltage, to how and why lightning strikes, to Benjamin Franklin, to how scientists study lightning, to lightning's temperature, to thunder, to the different types of lightning, to more types of lightning, to new kinds of lightning, to examples of high lightning areas, to lightning made in the lab, and then finally to advice about lightning safety and possible future discoveries. If this book's organization is in fact organized, I missed it. I think subheadings and re-organization would help - perhaps this was achieved in the new 2006 edition.

Lightning's design is great. I find the cover and design within very inviting. The full-page photos attract the eye and draw the reader's interest. I found that most of the photos complemented the text. I realize that not all of the text's information (for example, the page about thunder and temperature of lightning) could be translated into photographs. Heat and sound cannot be felt in a picture, so a photograph of lightning suffices. I felt like the overall layout was appropriate to the subject matter. The subject of lightning and photographs of its majesty don't really need any fancy graphics or imaginative design to be impressive. They stand alone.

Simon writes Lightning in a very appropriate tone for children and adults alike. He doesn't talk down or attempt to discuss concepts beyond our reach. Simon is pretty objective and straightforward in his writing: "Lightning sometimes strikes the ground and tunnels downward into the soil. The intense heat of the electricity fuses the sand particles together into the shape of the bolt's path." While Simon's gives descriptions of lightning clouds and suggests experiments students can do safely at home, I don't really sense a great deal of enthusiasm in his writing. After reading this book, I wasn't aching to read anything more about lightning. If he did have any enthusiasm, it didn't translate to me.

I didn't find any instances of Simon challenging students to think critically. While his vocabulary was appropriate, his words didn't encourage any curiosity within me. Any desire on my part to read more about lightning would be because of the wonder of lightning itself, not Simon's description of it.

While I applaud Simon's objective descriptions and factual information, I wasn't incredibly intrigued by Lightning. This book is worth its weight because of the beautiful pictures and factual information, but it doesn't really encourage critical thinking, curiosity, or further reading. This is a good read, but not a must read.

4. Review Excerpts

"Simon's simple yet dramatic description of lightning as a "river of electricity rushing through an ocean of air" sets the tone for this excellent photo-essay. The subject is exciting, the information is amazing, and the full-color photographs are riveting, each spectacular picture more exciting than the last. Simon's explanations are concise but thorough. He includes plenty of information for student researchers--incredible statistics about lightning strikes and storms, explanations of different types of lightning (including some recently discovered ones), and information on how lightning occurs and is studied by scientists. There are also some intriguing anecdotes to add texture to the facts. The book will be a valuable addition to science classrooms and library collections serving a variety of age levels. Even students older than the target audience will enjoy browsing the wonderful pictures..." - Booklist

"A purple-hued cover photo attracts readers to this fascinating topic. The stunning, vibrantly colored photographs help to explain the text, illustrating points such as the differences between the three kinds of lightning. Short, simple sentences make this topic accessible to younger readers but do not talk down to older report writers. Simon emphasizes precautions about lightning (for example, "If you are in water, get out as soon as possible"). He also lists safe places to be if you are caught out in the open during a lightning storm...outstanding photos make Simon's book a striking selection." - School Library Journal

5. Connections

Related Books:

Seymour, Simon. 2002. Danger! Earthquakes. New York: Seastar Books. 1-5871-7140-6.

Seymour, Simon. 1992. Storms. New York: Mulberry Books. 0-6881-1708-2.

Seymour, Simon. 1999. Tornadoes. New York: Morrow Junior Books. 0-0644-3791-4.