Blogger: Etta Wilson
Location: Books & Such Office, Nashville
Weather: 58 and dreary–just like Santa Rosa
I’m down to the nitty gritty–how do I, as an agent representing authors who write for children and tweens, evaluate manuscripts in the current cultural soup of lower standards of behavior? The question really became urgent for me as I talked with some writers at a writers conference over the weekend. I found myself advising several of them to be with children as much as possible–children outside their family, church, social class, and ethnic group.
Then it hit me–I need to do the same! If I want to convince an editor that a children’s manuscript is relevant for today’s young readers, I’d better get out there and meet some kids.
And wouldn’t you know it? Today was my day to participate in Read to Me Week here in Nashville. I went to a public elementary school and read for about 45 minutes to 15 second graders. These were not white-bread kids from a sleepy southern city. They were not even African American kids, as I had expected in that part of town, although a few were apparently bi-racial. Nope, they were mostly Hispanic and Asian.
I had taken with me two picture books to read: Officer Buckle and Gloria by Peggy Rathman and Firefighters to the Rescue by Kersten Hamilton. (Maybe I should have taken Oh, the Places You’ll Go!) While the illustrations are bold in both titles, the books differ in other ways–one in rhyme and one not, one with a good bit of text and the other slight–and I thought it would be a good contrast. As I was driving over, it occurred to me that they were both about public servants who might not have a good image in that part of town–law enforcement officers and firefighters.
But what a surprise! These youngsters were well-behaved and responsive. Officer Buckle was already one of their favorites. And when I finished with Green Eggs and Ham, they were reading along with me. We had a blast–finger plays, talking about our dogs, and all the rest of reading fun that seems universal at that age.
On the drive home, I wondered exactly when it is after second grade that our children become oriented to the raw stuff of our culture. When do they develop two standards of behavior–one for adults in school, church, etc. and one for peers? When and where do many girls start to think they need to look like hookers? And when do some boys think the more dirty words they can use, the more masculine they are?
I think the answer lies with the parents and homes from which our children come–as President Obama intimated last night. But today I was greatly encouraged. I had a wonderful experience reading to children. I wanted to hug every one of them, and I wanted to keep on helping authors to create books to share with them. I’m an addict!
Etta, I have two younger children and I find that they are much more aware at a much earlier age simply because they live in a different world. My 6 yo is aware of racial differences; my almost 4 yo not so much. (He thinks his lighter skinned older brother is white but, he’ll figure it out over time.)
They like books of all types with characters of all complexions and backgrounds. They relate to the story most of all.
They definitely have two standards of behavior. In fact, my experience is that this comes very early, as early as 2 or 3, usually when they bring behaviors home from their peers–including dirty words–that don’t fly with Mommy and Daddy. And, we have to teach them that their behavior with each other (I have a teenager too), which includes lots of joshing and wrestling, is not appropriate in front of other adults, in school, or in church or other public places, although it may be okay in front of Mommy and Daddy at home. Sometimes.
If it doesn’t start that young, there’s no way they are well-behaved in second grade or beyond.
Thank you for this post! I’m addicted to reading to children, too. Love to watch kids come alive with books. Thanks for capturing the wonder!
Etta,
I know what you mean: being with children who show interest in books is very motivating. I recently spoke to some fourth grade classes about my writing experiences. Then I taught a mini-lesson. They were very polite and creative. The more I involve myself with children, the more I identify and want to write for them.
Charlotte Adelsperger