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The Birchbark House
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From: Eliza T. Dresang <edresang>
Date: Tue, 05 Oct 1999 06:28:21 -0400
I had not received Beverly's comments when I sent my last message -- thanks for sharing that wonderful review by Doris Seale, Beverly -- as well as challenging us to think more deeply about this story. Beverly has also brought up child reader reaction. So please think of her remarks as you ponder these questions -- or take off in any direction you like with the many thought provoking ideas she raised in relation to it and others reactions to it.
Beverly commented on the (inevitable?) comparison of The Birchbark House with the Little House books. Here is part of what Judy O'Malley said,
"Children who identify with Omakayas's strength and spirit also learn a great deal about a highly developed traditional culture, but that is never a forced lesson, but a completely organic result of the reader's immersion in a time and place. " Doris says "Although it is very clear here that one child is not valued above another, it is also clear that Omakayas has gifts. She is growing into her life; there is the promise of who she may turn out to be. She is also an endearing little girl, with a very good heart. And it is hard to leave her. For all that it is so simply written, this is a rich and multi-layered work, with a strong sense of relationship, the "at-oneness with" of Native life, sometimes referred to as being "in tune with nature," which, of course, is not the same thing at all.
These perspectives seem very much the similar -- and one perhaps we can all agree on -- that Omakayas is a delightful, captivating character, and that this book is one from which we can learn much (perhaps reading it over and over to do so) about Native culture from the inside out.
Beverly quotes Doris Seale as going on to say, however, "Nor. . . is this even remotely like the Laura Ingalls Wilderbooks." To "know" this requires some hard thinking. Perhaps this is an insight that we need to discuss more so we are prepared to know what we think when we hear it. I'd suggest that we put aside whether as children we "loved" or "did not love" the Little House books (or do or don't now) and concentrate on what we can draw from this comparison that is useful in helping us evaluate books by or about American Indians. (Remembering that The Birchbark House is set in 1847 and The first little house book in the 1870s, so the time period is the same only in that it is kind of midth century). And think about why Doris would say this (beyond the quote that Beverly gave us)? Since teachers will be using The Birchbark House and the Little House as historical companions, what can we learn in our discussion that will help children see not only same (two little girls 'of long ago' they will like a lot?) but different? The question is what makes The BIrchbark House distinct?
One thing that interests me is how authors describe people who their fictional characters look upon as intruders. Who are perceived as intruders in The Birchbark House (those who bring small pox?) and how does Erdrich describe them through her Native characters. (if you don't recall and have the book, look it up) The white characters in The Little House do not think of themselves as intruders -- they look upon the Natives as intruders
(ironically). We've already heard partially how the Native person is described.Think of this in both literary and cultural terms. If you have The Little House in the BIg Woods handy, compare some of the writing about
"outside intruders." Does this have to do with culture? Evalution of writing? Literature? Understanding culture through literature?
Jeffrey called for more contemporary stories about the First People (and shared some good resources). Historical novels tend to be about both the past and the present. Is this true with The Birchbark House? with The Little House?
I know some of these are leading questions -- so reflect carefully on what has been said and add to the discussion of evaluation whatever you "see."
Maybe the potential child reader response will help us with all of these questions!
Jump right in.
Eliza D.
_________________________________________________________ Eliza T. Dresang, Associate Professor School of Information Studies/ Florida State University
Tallahassee, Florida 32306!00 e-mail: edresang at mailer.fsu.edu Phone: 850 644 5877 (w) FAX: 850 644 9763 (w)
Received on Tue 05 Oct 1999 05:28:21 AM CDT
Date: Tue, 05 Oct 1999 06:28:21 -0400
I had not received Beverly's comments when I sent my last message -- thanks for sharing that wonderful review by Doris Seale, Beverly -- as well as challenging us to think more deeply about this story. Beverly has also brought up child reader reaction. So please think of her remarks as you ponder these questions -- or take off in any direction you like with the many thought provoking ideas she raised in relation to it and others reactions to it.
Beverly commented on the (inevitable?) comparison of The Birchbark House with the Little House books. Here is part of what Judy O'Malley said,
"Children who identify with Omakayas's strength and spirit also learn a great deal about a highly developed traditional culture, but that is never a forced lesson, but a completely organic result of the reader's immersion in a time and place. " Doris says "Although it is very clear here that one child is not valued above another, it is also clear that Omakayas has gifts. She is growing into her life; there is the promise of who she may turn out to be. She is also an endearing little girl, with a very good heart. And it is hard to leave her. For all that it is so simply written, this is a rich and multi-layered work, with a strong sense of relationship, the "at-oneness with" of Native life, sometimes referred to as being "in tune with nature," which, of course, is not the same thing at all.
These perspectives seem very much the similar -- and one perhaps we can all agree on -- that Omakayas is a delightful, captivating character, and that this book is one from which we can learn much (perhaps reading it over and over to do so) about Native culture from the inside out.
Beverly quotes Doris Seale as going on to say, however, "Nor. . . is this even remotely like the Laura Ingalls Wilderbooks." To "know" this requires some hard thinking. Perhaps this is an insight that we need to discuss more so we are prepared to know what we think when we hear it. I'd suggest that we put aside whether as children we "loved" or "did not love" the Little House books (or do or don't now) and concentrate on what we can draw from this comparison that is useful in helping us evaluate books by or about American Indians. (Remembering that The Birchbark House is set in 1847 and The first little house book in the 1870s, so the time period is the same only in that it is kind of midth century). And think about why Doris would say this (beyond the quote that Beverly gave us)? Since teachers will be using The Birchbark House and the Little House as historical companions, what can we learn in our discussion that will help children see not only same (two little girls 'of long ago' they will like a lot?) but different? The question is what makes The BIrchbark House distinct?
One thing that interests me is how authors describe people who their fictional characters look upon as intruders. Who are perceived as intruders in The Birchbark House (those who bring small pox?) and how does Erdrich describe them through her Native characters. (if you don't recall and have the book, look it up) The white characters in The Little House do not think of themselves as intruders -- they look upon the Natives as intruders
(ironically). We've already heard partially how the Native person is described.Think of this in both literary and cultural terms. If you have The Little House in the BIg Woods handy, compare some of the writing about
"outside intruders." Does this have to do with culture? Evalution of writing? Literature? Understanding culture through literature?
Jeffrey called for more contemporary stories about the First People (and shared some good resources). Historical novels tend to be about both the past and the present. Is this true with The Birchbark House? with The Little House?
I know some of these are leading questions -- so reflect carefully on what has been said and add to the discussion of evaluation whatever you "see."
Maybe the potential child reader response will help us with all of these questions!
Jump right in.
Eliza D.
_________________________________________________________ Eliza T. Dresang, Associate Professor School of Information Studies/ Florida State University
Tallahassee, Florida 32306!00 e-mail: edresang at mailer.fsu.edu Phone: 850 644 5877 (w) FAX: 850 644 9763 (w)
Received on Tue 05 Oct 1999 05:28:21 AM CDT
