From: Susan Daugherty <kdaugherty>
Date: Fri, 15 Oct 1999 09:27:59 -0500

Well, Monica, I think you have said it all, and a lot better than I could say it. I am a K-2 librarian and even at that tender age, I try to impart respect for all cultures of the world. We talk about truth in books, whether it be nonfiction, fiction, folklore. We talk about versions. At this age I don't think it is appropriate to go into some of the frightening things that people have done to each other, but we do acknowledge that slavery, etc., happened and talk about it in a way that is not too frightening or upsetting. If a child feels secure, he or she can handle these topics better, but some children are not secure enough to deal with some topics, I feel. Most children are naturally respectful and accepting of others, I feel, but of course parental attitudes are crucial.

In the Madison Schools, Wisconsin, there was a big push to educate teachers and librarians about the harmful effects of stereotypes on children in the late 60's. As a result, libraries were culled to remove hurtful images. Teachers became more sensitive, but an unforeseen result of this teaching was that some teachers preferred to not touch the subject at all than to teach something they knew little about. How do you feel, Beverly and Debbie, about neglecting this area of history completely? Is it better to ignore it, or to do the best you can, expressing your ignorance honestly. I feel it is completely different if you have children of the particular minority in your class because of several factors. If their parents will help you teach, great. If you are putting one child into a special category and using that child as the "model minority," I think that puts a lot of pressure on that child. Elizabeth seems to be handling it very well, but she obviously has a mother who is totally involved with her education, her class, and with her overall development in every way. Unfortunately, this is not always the case. Some children do not feel nearly as supported and are not as able to speak out to their peers or teacher about their true feelings.

Monica is obviously an exemplary teacher. Not all teachers have the sensitivity and openness to truth that she has. More education of all people who work with children is needed to counteract the negative images we have all been inculcated with.

However!!! I do not believe that banning the Little House books is the answer. I believe that most children have the intelligence to see the subtleties in them. I believe that I did as a child. I knew that pa admired the Indians although frustrated by government policy. I understood that ma was terrified probably mostly unreasonably. Laura was mainly fascinated. I thought I would have been too. I was in fourth grade when I read the entire series several times. I did not feel that indians were savages, wild, like wolves, or anything else negative after reading the books. I knew that they were human like me. I am not sure how I knew that because my parents never discussed things like that with me that I remember. We have to give kids credit for being as smart and aware as they are.

I would blather on about the unit I did with fourth graders one year on Columbus, but you are probably already bored with this long post! Suffice it to say, I found it extremely fun to read Columbus's diary aloud with them and discuss his feelings about the voyages, the people he encountered, etc. Since the teacher had been teaching that Columbus was an imperialist pig, I found it challenging to open the children's minds to the idea that Columbus may have been an imperialist, but he was a product of his time. Once again, the children responded well.

Susan

At 06:10 AM 10/15/99 +0000, you wrote: Susan Daugherty Librarian Franklin Elementary School Madison, WI 53705
Received on Fri 15 Oct 1999 09:27:59 AM CDT