History and Young People

Making history relevant

Last week's blog, "The Historian's Responsibility," (Blog Archives 3-3-2016) dealt with the challenges of competing for attention in a world filled with distractions.  That blog generated some interesting replies from followers.  E.R. from Kansas recommended two books on the subject, Overload Syndrome and Digital Invasion and added from his own experience the value of his parents' having removed the television from their home environment, replacing it with "weekly trips to the library to load up on books."  

J.S., a small town librarian whose wisdom I have referenced in the past, shared a fun dialogue between herself and a young boy who had visited the library to use the computer.

J.S. (scooting a group of computer users out at closing time):  "Does anybody want to check out books before you leave?"

Boy:  "Yeah, but I didn't bring any money."

J.S.:  "You don't need money...you can take home library books for FREE!"

Boy (looking at me like I was Out of My Mind):  "Are you SERIOUS?!"

J.S.:  "Yes--Check them out; take them home; read them; then bring them back and get some more!"

Boy:  "ALRIGHT!!!  Where are the basketball books?!"

While that story might seem a bit discouraging with reference to what children choose "to attend to," she also shared a story about a young girl who asked for "animal books."  The girl explained, "I think I want to be a veterinarian when I grow up..."  J.S. added that the girl left with a dozen or so books about animals.

J.S. took particular pleasure when a 9-year-old dropped by to see her 5 years after his family had moved and told her "I sure miss coming to this library..."

Conversations like these should make all of us hopeful that children are still curious about ideas to be gained from books.  Unfortunately, L.K. from Missouri thought of an old rhyme as she read the blog:  You can lead a horse to water, but you can't make him drink.  You can give a person information but you can't make him think.

Some of you may have read the comment left at last week's blog from an international follower, which concluded:  "How does one understand history without having read a great deal of it?" 

It seems that much of my own history reading is triggered by something, and I read voraciously about the subject because that random event or bit of information tweaked my curiosity.  Each thing I read prompts me toward further reading.  For example, studying the US Constitution in law school made me want to visit Philadelphia, and although it took me several decades to get there, the visit expanded my reading about the American Revolution, our Founding Fathers, military history, and other issues of the late 1700s.  

Titles Isaac Werner's Library Contained

Isaac's Journal has led me to read and research the early history of his (and my) community, the Progressive Movement of the late 1800s, early farming methods on the prairie, and other subjects that would not otherwise have attracted my attention, many of which I have blogged about.    

Finding the toy W.W. I soldier led to more intense reading about that historic time, including Churchill biographies, W.W. I war poets, soldiers from the English village of my ancestors, the influenza pandemic, and other topics about which I knew little or nothing, information I have also shared in my blog.

If you were to reflect on your own reading habits, you might also recognize triggers of your own.  So, how can a teacher of history create triggers for his or her students that will make history of interest to young people?  An interesting article written by Ann White, a teacher of European history in Washington, D.C. suggests that the key is for teachers to allow their own passions for what they are teaching to be the trigger for their students' interest.  

In her own case, she showed her class how she, as a history writer, proceeds once she has a thesis for a paper.  "...I taught by doing--writing, before their eyes, the same paper they were writing.  Why?  Because I myself write history.  It is my passion.  ...I want to show them how I weigh evidence in my mind and how I weigh words.  Does my tentative thesis genuinely express my understanding...Should I use a more vivid verb?"  White stopped giving tests and began requiring her students to write essays, and she discovered that they responded to her enthusiasm by mirroring her process.  "...they criticize each other's thesis statements.  They recognize statements that describe but do not assert, they find each other's lapses in historical reasoning.  Questions about thesis statements produce more intense classroom conversations than my test preparation ever evoked."

However, she also recognized that other teachers taught history in entirely different ways that also excited their students.  The common factor was "impassioned teachers."  She concluded that the teachers' "passionate involvement with history" is more important that methodology.  (You may read more at "Teaching High School History:  The Power of the Personal, Ann White, May 1998.)

Isaac's Journal

When I was teaching high school English before attending law school, my classes opened their minds to poetry when I used the lyrics of popular songs or assigned the sports section of the newspaper to search for similes, metaphors, and other poetry techniques.  Not by abandoning the text book but by opening their eyes to the poetry around them, I was able to awaken their interest.  Or, as William James said in last week's post, I was able to bring poetry into their own experience.

I hope more of you will share your comments this week about your own triggers for exploring subjects that had not previously been part of your experience, about teachers that shared their passions for subjects in a way that captured your interest, and about reading adventures you took after something triggered your curiosity.  I look forward to hearing from you!     

  

Your Favorite Children's Books, Part 3

For all my love of books, I regret that I ignored a wonderful set available on the bookshelves of my home when I was a child.  My grandparents had the 1909 edition of Journeys Through Bookland, a collection in ten volumes of children's literature, poetry, and fables with black and white illustrated plates and pen and ink illustrations.  I believe I opened the books once or twice but was disappointed by the absence of color illustrations.  What a shame to have ignored these wonderful books.

Comments from readers of this blog continued to mention fairy tales.  Lynn Suiter wrote:  "Strangely, the Norwegian fairy tale, "Three Billy Goats Gruff" comes to mind as an early memory.  All I can remember is the goats need to cross a bridge to get to grass for eating.  Under the bridge is a mean troll who eats anyone passing.  I can't remember being scared of this plot but that it was so far fetched."  I, too, remember this tale.  It is one of the fairy tales collected by Asbjornsen and Moe.  The plot is similar to other fairy tales involving "eat-me-when-I'm-fatter," such as Hansel and Gretel.

Jill Bowden provided a special surprise by posting pictures of the covers of some of her childhood favorites--"Jack & Jill magazine, Nancy Drew, My Big Story Book, Read with Dick & Jane" and the cover pictured to the left, "The Red Fairy Book."  She added, "I also read Laura Ingalls Wilder and Louisa May Alcott."  We certainly would not want to forget learning to read with the "Dick and Jane" books.

Linda Koebrich spotted the image of "365 Bedtime stories" and wrote, "Loved that book."  Nancy Moore, who shared her favorites last week, added her children and grandchildren's favorites, admitting that it was "hard to get all the way through because we kept laughing so hard!"  Those books are "Berenstiens B Book," in which almost every word starts with B, and "Because a Little Bug Went Ca-Choo," in which one action creates a long list of reactions!"  Genile Allton Rawson chose "The Trixie Belden mystery series [which she] started reading at age 10 and couldn't put them down."

One of the first replies to my call for followers to share their favorites came from Wes Fisk, who even provided biographical information about his favorite author, Dr. Thomas Clark Hinkle.  Hinkle was born in Illinois but came to Kansas with his parents in a covered wagon when he was two.  First ordained as a minister, he then became a doctor.  However, he found time to write more than 24 books for children about horses and dogs.  Wes said, "I loved his books."

Allan Hingston included books about dogs among his favorites, but he regretted the disappearance of some old favorites.  "Books I don't see anymore are ones like [The Adventures of] Ol Mistah Buzzard."  Its author, Thornton W. Burgess was a naturalist and conservationist who wrote more than 100 books, as well as countless short stories. His books were filled with characters like Little Joe Otter, Grandfather Frog, and Buster Bear.  Fortunately, new editions are still available on Amazon.

Along with book titles, people shared wonderful stories.  Linda Nathan wrote:  "When I was a young child my family lived two blocks from the library in San Bernardino, California.  The children/young adults' library was located below street level with a separate street entrance down steps from the sidewalk.  It was a much safer time and at age five my parents began to allow me to make the two block walk by myself.  ...It was the beginning of a lifelong love affair with books and reading."  She admitted that some days she checked out the 3 book limit in the morning and returned those for 3 more in the afternoon.

After reading the stories in last week's blog, Linda added "They bring back many good memories--reading Zane Grey westerns aloud to my younger sister, hiding a book in the bathroom, and making my dad angry when the dishwater got cold while I was happily reading away.  Little Golden Books, Nancy Drew, Little House Books, Little Women.  Oh my!"

In my earlier blog about children's books I said I did not know what Isaac B. Werner read as a child.  I still do not know, but given his love of Shakespeare, I think it is reasonable to suggest that he may have begun reading Shakespeare when he was quite young.  While young people today may find Shakespeare heavy going, that was not necessarily true in the 1800s, and Isaac was certainly a great fan when he was in his twenties, already familiar with Shakespeare's plays.  I suspect he began reading Shakespeare very early.

Thank you to everyone who has shared their favorite childhood books and stories about their early love of reading.  Next week I will conclude this series on children's books with a special look at two specific types of books.