Two Fabulous Books for Younger Readers

 1. 'Ruby and The Pen' By David Lawrence

David Lawrence was a financial analyst, but turned his hand and considerable talent to writing books for children. He has written 13 children's books and 'Ruby and The Pen' is his most recent release. This is a wonderful book for readers aged 10-12 years. The quirky story is so well supported by Cherie Digman's wonderful cartoon style drawings.

Ruby is sent off to boarding school for the first time after the death of her much loved father and the arrival of her mother's fourth boyfriend who is determined to move Ruby to a boarding school to get her out of the way. Ruby is a marvellous character who is picked on from day one at the exclusive school for the children of the rich and famous.

But her life changes after she buys an old pen at a market stall and is to find that it has some unusual and remarkable powers. Her battles with the many students who constantly pick on her, moves from being painful for her to comical as the story progresses.

Any 12-year-old who picks up this delightful book will find it hard to put down. While girls will be the first to pick up the book, boys who have experienced the challenges of school life if non-conformist, will also enjoy the twists and turns in this entertaining illustrated novel. At 272 pages it might seem long, but the brilliant cartoon illustrations from Cherie Dignam, that make up about 40% of the book help to keep the reader turning the pages.

It's wonderful to see a smaller company like Exisle Publishing continuing to publish such marvellous books for children.

2. 'Meet Mim' by Sandra Severgnini

I watched a documentary recently that focussed on the amazing ability of the 'Mimic Octopus' (Thaumoctopus Mimicus), I was blown away by this special creature. Teachers and their students who share this book will also be 'blown away' by this beautiful and informative picture book.

'Mim' is one of the world’s master of disguise. Sandra Severgnini sets up a delightful guessing game for the reader while showcasing the abilities of this little-known creature. Just where is Mim?

 

 

What is incredible about Mim is that she doesn't just hide in the background of the sea floor. No! She actually makes herself at times look like creatures that look like those sea animals that are friendly to them and actually scare away their natural enemies. Until the protector 'becomes' a different enemy!!

 

The mimic octopus can change colour, shape and skin texture in all kinds of amazing ways. It deters predators by shapeshifting into creatures that are known to be poisonous, such as the Spiked Lionfish and the Banded Sea Snake. She can even pretend that she's just a harmless anemone waving gently in the sea currents. Or maybe a jellyfish and sea stars. 

 

Parents and teachers will learn along with their teachers about this amazing creature. 'Where's Mim' would be a marvellous springboard to a whole class integrated unit using art, craft, drama, music, reading and writing. You can find examples of integrated units on my blog (e.g. 'Quizzical and Querrelsome Quails: An Integrated Unit for Grades 2 & 4').

 

 

Children's Book Week Australia - Awards Announced!

 'Theme - Read Grow Inspire'

 

As usual, the Children’s Book Council Awards in Australia has had a large number of very worthy books submitted. Sadly, only some can be named as winners and honour books. The CBCA also publishes a list of other 'Notable Books'. This year I have reviewed books for all categories.

CBCA Book Week runs from 19-25 August. In 2023 the theme is "Read, grow, inspire".

 

1. Older Readers (Ages 13-18 years)

Entries in this category may be fiction, drama or poetry and should be appropriate in style and content for readers in their secondary years of schooling. 

Note: Books in this category are for mature readers and some may deal with particularly challenging themes including violence and suicide. Parental guidance is recommended.

And the winner is...?

Neverlanders by Tom Taylor (Penguin Random House Australia)

"A contemporary 'found family' tale embedded within the metatextuality of a Peter Pan narrative with a clever, action-oriented storyline and gloriously rich illustrations. Discerning readers will unpack the hints of the adults' destruction of the world, parental failure, gun violence and domestic violence to add a more serious dimension to the fantasy plot. A stunning book with a potent message wrapped up in a ripping good yarn package."

 

Neverland has become a war zone and it will need a group of lost teenagers to change things. This is a young adult graphic novel series from #1 New York Times bestselling Australian author Tom Taylor and powerhouse Australian comic artist Jon Sommariva! 

 

Scott Snyder of the New York Times says and Eisner award-winning author of "Batman" says it is: 

"Epically imaginative and strikingly fresh."

Similarly, Jay Kristoff the bestselling author of 'Empire of the Vampire' and 'The Nevernight Chronicle' says:

 

"The work of a master at the height of his craft. There is no one out there right now doing it like Tom Taylor. NO ONE."

 

Honour Books

 

'Completely Normal (and Other Lies)', by Biffy James, Hardie Grant Children's Publishing

'The Other Side of Tomorrow' by Hayley Lawrence

 

2. The CBCA Book of the Year: Younger Readers

 

Entries in this category may be fiction, drama or poetry and should be appropriate in style and content for readers from the middle to upper primary years (aged 7-12). And the winner is...

'Runt' by Craig Silvey

 

Winner Younger Readers (Ages 7-12 years)

 

'Runt' is a dog with a mind of its own. It will only obey Annie’s commands when nobody else is watching. But Runt has a chance to become the fastest dog in the world. Annie and Runt must beat the odds to save her farm. Runt is a heart-warming and hilarious tale of kindness, friendship, hurdles, hoops, tunnels, see-saws, being yourself and bringing out the best in others.

Annie  lives in a country town with her best friend, an adopted stray dog called Runt. After years evading capture, Runt is remarkably fast and agile, just right for herding runaway sheep. But when a greedy local landowner puts her family’s home at risk, Annie directs Runt’s extraordinary talents towards a different pursuit. They set out to win the Agility Course Grand Championship at the lucrative Krumpets Dog Show in London.

 

The plot and characters are straightforward in 'Runt', but there are deeper issues that only older readers will fully grasp. It is strong, funny and engaging, but it might also evoke a reflection on the meaning and purpose of life. What are the things that really matter? The story touches on the challenges of country life. It is a wonderful story about the human spirit, as well as the love of family love and the need for the support of others.

 

Honour Books 

'Evie and Rhino' by Neridah McMullin & illustrated by Astred Hicks

 

'The Raven's Song' by Zana Fraillon & Bren MacDibble

 

3. The CBCA Book of the Year: Early Childhood (0-6)

 

Entries in this category may be fiction, drama or poetry and should be appropriate in style and content for children who are at prereading or early stages of reading. Ages 0-6 years. And the winner is?

'Where the Lyrebird Lives' written by Vikki Conley and illustrated by Max Hamilton  

"High in the mountains through the sleepy clouds. Deep in the forest past the chiming birds. Will we see the lyrebird? I don’t know. Tip-toe, tip-toe."

The beauty of the Australian rainforest and the magic of family-time come together in this lyrical and delightful story of intergenerational connection, habitat and adventure.

This is a wonderful book that will delight. The illustrations are wonderful and the text well crafted. The reader is drawn into the story, and won't escape!

"Readers are encouraged to slow down, listen and look. Metaphors and similes add richness, and the enlarged text for action words and onomatopoeia increases engagement. A well-crafted narrative that encourages children to read aloud themselves."

 

Honour Books

 

'Bev and Kev' by and illustrated by Katrina Germein & Mandy Foot

4. The CBCA Picture Book of the Year

And the winner is:

My Strange Shrinking Parents by Zeno Sworder

This book celebrates how many immigrant families deny self to help give their children the best chance in life. Immigrant children will recognize this theme in their own lives.

"What shape does love take? And what happens when your parents sacrifice a part of themselves for you? In this heartbreaking and heart-warming story, CBCA award-winner Zeno Sworder reflects on his own migrant parents’ sacrifices to create a universal story about what it means to give to those you love. Drawing from the sacrifices his Chinese mother made to raise her young family in a small country town, Sworder’s drawings are full of beautiful detail and fairytale settings that explore his own journey from child to parent. With humour and pathos."

Children of immigrant families will be touched by this book and hopefully see parallels with the sacrifice of their own families. 

Honour Books

'Completely Normal (and Other Lies)' by Biffy James

 

'The Other Side of Tomorrow' by Hayley Lawrence

 

5. The Eve Pownall Award

Entries in this category should be books which have the prime intention of documenting factual material with consideration given to imaginative presentation, interpretation and variation of style. Ages 0-18 years. The winner is:

 

DEEP: Dive into Hidden Worlds by Jess McGeachin

This imaginatively presented hardback reference book seamlessly brings together a large variety of information about the unseen elements of Earth’s sea and land life, outer space and the human body. The integration of text and illustrations is very cleverly managed, and the layout of the content works both as a dip-in-dip-out resource, as well as a read-through narrative. The front cover is incredibly appealing, and overall, this non-stereotypical information book is of a very high quality that will sustain readers’ interest throughout.

Honour Books

'Come Together: Things Every Aussie Kid Should Know about the First Peoples', by Isaiah Firebrace & illustrated by Jaelyn Biumaiwai

 

6. The CBCA Book of the Year: Early Childhood

Entries in this category may be fiction, drama or poetry and should be appropriate in style and content for children who are at prereading or early stages of reading. Ages 0-6 years. And the winner is?

 

'Where the Lyrebird Lives' written by Vikki Conley and illustrated by Max Hamilton  

"High in the mountains through the sleepy clouds. Deep in the forest past the chiming birds. Will we see the lyrebird? I don’t know. Tip-toe, tip-toe."

The beauty of the Australian rainforest and the magic of family-time come together in this lyrical and delightful story of inter-generational connection, habitat and adventure.

This is a wonderful book that will delight. The illustrations are superb and the text well-crafted. The reader is drawn into the story. 

"Readers are encouraged to slow down, listen and look. Metaphors and similes add richness, and the enlarged text for action words and onomatopoeia increases engagement. A well-crafted narrative that encourages children to read aloud themselves."

 

Honour Books

'Bev and Kev' by Katrina Germein and illustrated by Mandy Foot

 

'Snap!' written and illustrated by Anna Walker 

7. The Eve Pownall Award (Non-fiction)

'DEEP: Dive into Hidden Worlds' by Jess McGeachin

 

"This imaginatively presented hardback reference book seamlessly brings together a large variety of information about the unseen elements of Earth’s sea and land life, outer space and the human body. The integration of text and illustrations is very cleverly managed, and the layout of the content works both as a dip-in-dip-out resource, as well as a read-through narrative. The front cover is incredibly appealing, and overall, this non-stereotypical information book is of a very high quality that will sustain readers’ interest throughout."

 

Honour Books

 

'Come Together: Things Every Aussie Kid Should Know about the First Peoples'. It is illustrated by Isaiah Firebrace and iIlustrated by Jaelyn Biumaiwai

 

'Wild Australian Life' by Leonard Cronin. Illustrated by Chris Nixon

 

8. The CBCA Awards for New Illustrator

The award for the best New Illustrator was won by Sally Soweol Han for "her complimentary visual storytelling in 'Tiny Wonders'. 

This is an excellent award that recognises an new children's book illustrator. Sally Soweol is a gifted artist, who I am sure will illustrate and write many more wonderful children's books.

Selling our Kids Short: Educating the Disadvantaged

This is a topic that has been around since I was a teacher many years ago. How do we support and help children who are disadvantaged to learn and flourish? The challenge is close to my heart, for I was one of those children. Born with a father who was a coal miner, as was his father, grandfather and great grandfather. Before that my family was growing potatoes in Ireland.

There were nine boys in my father's family, and when they came to Australia in 1922 they were all highly literate. They were all readers, performed reasonably well at school and went on to become leaders of a movement seeking to support and promote the needs of the worker, by helping to build strong unions. Two built the nation's largest poultry farm. How were a bunch of mine workers whose ancestors struggled, and lived in a two room miner's cottage with only shared a outside pit toilet and washroom able to do these things (my Father's town below). 

           Above: Main street of Caldercruix (Scotland)

Beyond the amazing resilience of the miners and their families, there was a strong commitment in Scotland to school education. In the late 18th and early 19th Century the government set out to educate the poor. Its public education system was a leader around the world. What about today? How well do our public systems compare today?

Why was their education so good?

I discovered an old post that I didn't quite finish back in 2011! In it I reported the comments of Alfie Kohn titled "Poor Teaching for Poor Children". The following snatch from it is still very current:

"Love them or hate them, the proposals collectively known as 'school reform' are mostly top-down policies ... pitting states against one another in a race for federal education dollars...  offering rewards when test scores go up ... firing the teachers or closing the schools when they don’t."

I hear many echoes of this today. Alfie Kohn continues:

"Policy makers and the general public have paid much less attention to what happens inside classrooms - the particulars of teaching and learning - especially in low-income neighborhoods."

 

Education Week was held just three weeks ago in NSW. We put our best face forward for the general public, and rightly celebrated all the good things about our schools and our teachers. What we didn't hear much of were the inner groans of our teachers, who find it hard to teach the way many would like to, due to the pressure politically to ensure children do well on public testing published for all to see. Every time, bureaucrats and governments groan about "falling standards", we are back on a familiar merry go round.

 

Meanwhile, how are our teachers using their time?

 

In Australia, our teachers are typically buried in paperwork, helping their students prepare for public testing (national and state), ticking boxes, writing reports etc. Where is the time to prepare the lessons they might plan, and the opportunities to form creative young people to become the leaders of tomorrow?

 

As a young teacher, in my first appointment in a difficult community in Western Sydney in the 1970s, this wasn't the case. I found myself with primary school classes of 30-36 students with mixed ability students. No classes were graded. What to do? Thankfully, we were not hounded to teach to the test. So my plan was to work hard to excite my students about learning, to get them to enjoy school and be challenged. Along the way, I still taught them the basic skills for life. Yes, reading, writing, mathematics, knowledge of the world etc.

Above: My first class

But I had a fair degree of autonomy to vary my routine when something exciting happened. These opportunities occurred often in my classrooms with questions and comments like "I don't get it", "Sir, did you know that...", "have you ever seen a Wedge Tailed eagle" and so on. I had the chance to follow some of these interests and questions, and be creative myself. I wrote a book over 30 years ago in which I shared some of my ideas and strategies for making literature and reading exciting. 'Other Worlds, the Endless Possibilities of Reading'. You might still find a copy on Amazon.

 

For example, one day on my way to school, I saw an old 1930s gramophone on the footpath, being tossed out. I asked the owner could I have it, he said yes! I jostled it into the back of my car and took it to school. With the help of another teacher we carried it to my room. I just sat it at the front of the room. As the children arrived, they saw it and questioned, "what's that Sir?" I asked them to tell me.

 

Above: Gramaphone restored

One child finally recognized it; there was one in his grandfather's garage. He went home for lunch and brought back some old 78 Bakelite records. I set aside most of the day to help them find out more about it. We played the records, discussed the differences between the player and the records. We then spent the rest of the day in varied exploration, drawing, writing, researching etc. Sadly, this type of spontaneous activity is hardly possible today. Paperwork, reporting and preparation for public exams take up far too much of teachers' time (not by choice).

 

Finding ways to break this cycle

 

The life of the teacher has been discouraging for quite some time in Australia. Things seem to be getting worse as a direct result of the “reform” and strategies pursued by governments in most countries. Most are promoting getting back to skills, 'the basics', testing students and schools against the standards of other unlike groups. Sadly, such reforms are cheered on by education departments, many parents and journalists.

 

 

It's hard to see how we change things, but we need to look for opportunities. I am so happy that during 'Book Week' in Australia this month, we can return (in a sense) to celebrating and enjoying learning with a creative focus on literature. We can try to recapture the joy, and challenge of education which can occur by reading for pleasure and enjoyment. No test afterwards, just the joy of reading, responding to it, sharing it with friends and so on. 

 

One of our key performance goals in schools, should always be to influence our students to become avid readers. That was something the Scottish system in the 18th and 19th centuries understood. We need to recapture this in Australian schools, and work to enable our students to explore, enjoy and perhaps even write inspired by literature. I'll write a post on our award winning children's books when they are announced next week.

The last word

Alfie Kohn's thoughts helped frame this post. He offered good insights from varied educators and scholars, including Deborah Meier. I'll let this educator and author who founded extraordinary schools in New York and Boston have the last word:

 

"...The very idea of 'school' has radically different meanings for middle-class kids, who are “expected to have opinions,” and poor kids, who are expected to do what they’re told. Schools for the well-off are about inquiry and choices; schools for the poor are about drills and compliance. The two types of institutions barely have any connection to each other".

How can we work to achieve this in our varied countries? I can't say I recognize it in many schools. Do we just keep enduring the stress on skills and testing, or in the interest of our children's education, will we take a stand to see some changes made?

I may offer a second post on this in the future.

 

Above: One of my early primary school classes (41 students)

What is Mindfulness? Avoiding the Temptation to Overthink and Overreach

The term 'Mindfulness' is used frequently, but what does it mean? And how can teachers and parents benefit from understanding what it is? Dr Stephen McKenzie and Angela North have co-written an interesting book titled 'Mindfulness at Play' (Exisle Publishing, 2023).

This is timely because unpacking what 'Mindfulness' is can be confusing. It seems while many teachers talk about mindfulness, each does it for different reasons, and with different understandings of what it is, and how it helps. The concept can become distorted as teachers seek to manage their students.

Ask a group of teachers what mindfulness is and I suspect you will be given a number of different answers. Ask the same people why they believe in it, and again you will hear different responses. Even within this book, the two authors who contribute separate named author chapters, adopt slightly different approaches and emphases to one another. And I should say up front, I adopt a slightly different view in places to one or both authors.

The need to remove distractions

In chapter 1 Stephen McKenzie defines Mindfulness as a "state of simply being fully focussed on whatever we are doing". In other words, screening out distractions and "paying attention". But something which in essence is very simple, can become somewhat messier when people begin to try and overlay different philosophies and even faiths. I agree with the general position he adopts.

 

Removing distractions in life will always help people to focus, concentrate on tasks at hand, and pay attention. The great challenge we have though as teachers and parents, is the world is filled with constant distractions, which can quickly divert our attention. A book could be written on this alone!

For example, how many of us can allow messages to lay untouched on our phones, as they constantly invite us to check them? Or how often can WE sit still in contemplation and notice the world around us? I walk everyday along a beautiful river near my home, usually with my wife, but sometimes alone, or I ride my bike instead. You'd be amazed how often I see people walking through the beauty of the world in conversation on their phones. I see one young man every day, who doesn't speak or even look up! He is reading and searching with his eyes never leaving the phone screen; he is 'glued' to it. I have never seen him look up to see the sky, look at the water, hear and look at the birds everywhere, or the stunning sunsets. It amazes me that he hasn't run into something. 

How might parents and teachers respond to such distraction?

There is much good advice in McKenzie and North's book, but I'd urge you NOT to over complicate the concept. Avoid linking it to philosophies and faiths to prescribe what it is. Buddhism and Hinduism are often linked to mindfulness, but I'd encourage teachers to avoid weaving aspects of separate faiths into your desire to increase mindfulness in your students. 

Of course, if you are a teacher in a faith-based school, then this will influence how you and your students integrate faith with life. But mindfulness has great relevance for all, and need not be connected to religious worldviews to help our students. All teachers need to cultivate the ability to get to know their students on more than just a superficial level. This requires us to give them our attention by observing and listening to them.

 

Young children and teenagers need help in being able to screen out distractions in their world. As a parent, if they come back at you with "but Mum I concentrate on my phone every day", then they're missing the point. Our phones can be used for more than texts and a few favourite sites. We can read novels on devices, learn new things, pursue interests and grow in knowledge. But sitting and reading every aspect of our friends lives, including what they're wearing, seeing, listening to, who is 'hot' and so on, is not 'mindfulness'.

Parents also need to demonstrate to their children what it means to shut out distractions and 'noise' in the world. We need to be examples of how we manage such distractions caused in part by devices like phones. It's more important to help our students to manage time and try to listen better to one another.  

The need for key models and mentors in life

Parents should be the first of many models in children's lives who demonstrate mindfulness. For example, I'd encourage all families to share as many meals as possible together without always having devices next to us, or the television in the background. All of us need models who help to shape what we value and how we negotiate the challenges of life. Angela North makes a great comment about this: 

"We all need just one person in our childhood who truly sees us - so that we feel deeply heard, understood and loved".

Of course, hopefully children will have more than one model, from different parts of their lives. I completed primary school in a family with two alcoholic parents. Not surprisingly, I was in trouble a LOT at school. But in 4th grade I was fortunate to have a teacher who saw beyond the grubby neglected kid, and set out to teach me, care for me, and seek things for me to do that challenged and inspired me. He was one of the people who helped to turn my life around.

 Above: 5th Grade with Mr Campbell (4th from Left back)

As teachers, how well do we know the children we teach? And parents, how well do we know our teenage children? Do we try to spend time with them? Can we have significant undistracted conversations with them? Let's be honest, the problem isn't just simply with our children. We need to work on mindfulness ourselves, while modelling and helping our children early in life (birth to 15+). If we wait till they're 15, I'm afraid it's often too late. Summing up, parents don't forget to examine your own life to consider when you are distracted as well.

A final challenge. What is your role?

I like many of the ideas in 'Mindfulness at Play', but please don't read it simply looking for new strategies to enable you to make teaching easier. Nor skim read it looking for six tips for making tough children more attentive and better behaved. Sure, there are some games that calm children down, or activities to help them focus. But nothing will help us as teachers more than simply knowing every one of our students better. What makes them tick? What do they like or not like? Are there things that excite them, and what are their lives like outside school...? There are many great ideas in the Resources section of 'Mindfulness at Play'. By all means use some of them, but don't use them keep them busy, or make your life easier. Rather, use them as the authors suggest to help your students: 

• Pay attention 

• Increase connection to their world 

• Enjoy time with one another 

Finally, and most important of all, as teachers get to know your students better. What are their dreams, hopes and aspirations? How well do you know them? How can you have an impact on their well being and futures?

 

Three New Picture Books & An Illustrated Junior Novel

This post previews four wonderful picture books and one brilliant Junior Graphic Novel suitable for readers aged 6-8 years by the brilliant Jon Klassen.

1. 'Dads and Dogs', by Mick Elliott

Author illustrator Mick Elliott has produced another engaging picture book for children aged 6-8 years. I love the way Elliott targets the younger end of the range with a very funny book that highlights just how distracted Dads can be when minding a toddler. This isn't a Dad who just takes his toddler out for an afternoon walk down a favourite walkway. No, this type of Dad always attempts to do some other things as well, with some 'interesting' outcomes. Dad can be easily distracted.

There's the 'Coffee Dad' who sits in the sun with his toddler in the pram and while they both snooze, their dog eats the cake he bought at the cafe to go with his coffee. Then there's the 'Dashing Dad' who has to chase the escaping and 'Muddy Dog'. The 'Bikie Dad' takes his daughter and their dog in the sidecar. And what could possibly go wrong if Dad paints with the 'help' of his daughter and the dog. But there's more.... This is a very funny book.

2. 'A Boy, His Dog And The Sea', by Anthony Browne

Dogs also make an appearance in Anthony Browne's wonderful new picture book 'A Boy, His Dog and the Sea'. Young readers will love Scruff.

This is a poignant picture book about a boy and his dog finding adventure where they least expect it. Anthony Browne is the acclaimed Kate Greenaway and medal-winning author-illustrator and former Children's Laureate. The British Sunday Times review says of the book:

“As is usual with Browne, the scene expresses the mood. Painstaking artwork conjures the wide sea, while faces are hinted at in beach huts and pebbles. Misunderstanding and suspense lead to a happy, heroic rescue.”

The images of faces hinted at in the stones are interesting. Kids will have fun looking and searching them, as well as a few in the clouds. But how the images reinforce the central message of the narrative, wasn't clear to me, but it is intriguing? It reminded me of fun collecting fragments of old glass on pebbled beaches with my children along English seashores; perhaps the stones will have that same impact. 

3. 'The Wheelbarrow Express', by Sue Whiting & Illustrated by Cate James

The Wheelbarrow Express is a lovely story that every child close to their grandparents will understand. After a stay with Grandparents and the inevitable fun you have, going back to normal life is difficult. The love of a grandparent for their grandchildren is typically unconditional and without the demands of everyday parenting. I remember well how every holidays when I left my grandparents how sad and empty I felt. Back to my home with lots of rules, school and more.

It’s Tommy’s last day at Pa’s farm and it’s time to say goodbye. Tommy doesn’t want to go. Not yet. He loves the farm and its playful pigs and clucking chickens and galloping goats and the dam that is deep and blue and perfect for skimming stones. And he loves Pa.

Like any besotted grandparent (and speaking from experience), there is always time for "...one last run on the wheelbarrow express." And I thought only I had one of these!

There isn't much that can compare with a holiday on the farm with Grandparents who love you. Such a lovely story and Cate James' wonderful sensitive and loving illustrations, help to bring out the emotions of the story. A beautiful example of text and illustrations in perfect union. Bravo!

4. 'The Skull: A Tyrolean Folktale' by Jon Klassen

In this post, I find myself in the unfortunate position of being a little equivocal with one of my favourite Author/Illustrators. Jon Klassen, has received every award and honour imaginable. The art is stunning as usual, and the text is so well supported by the illustrations. 

The plot is simple. A small child called Otilla is running through a dark forest at night, and hears her name being called by a strange voice in an abandoned house. She knocks at the door and calls out "Hello" and the reply "Hello" comes back. It comes from a window. A skull was looking at her. It shows her around the house and a series of magical things occur. The skull tells how a skeleton comes each night looking for his head. Otilla steps in and destroys the skeleton (in a gruesome way) and lives 'happily ever after' with the skull.

I struggled a little with his re-imagined take on an old Tryolean story or yarn. Klassen takes a child friendly story that in the original was amusing - and yet still a little weird - and turns it into a fairly bleak and potentially disturbing story, especially for children aged 6-8 years.

I enjoyed reading his Author's Note at the end of the book, that explains how his reading of the original stayed with him for a year, and he spent time wondering how he would use it for a picture book. He wrote his version without reference to the original, which he suggests is what happens to Folktales. "They are supposed to be Changed by who is telling, and you never find them the same way twice".

In summary, this is an intriguing book, but I don't think I'd read it to a six-year-old at bedtime. I'm sure if it is used in classrooms with children 7-8 years, there will be an interesting discussion.

 

The 'New York Times' book reviewer Ransom Riggs has no problem with the dark ending and says:

"Folk tales are meant to be flexible things, open-source stories infinitely mouldable to the needs of teller and era." 

Riggs believes the original version has been "marvelously reimagined". I'm interested to hear what teachers and parents think.