Mirror

Author: Jeannie Baker
Illustrator/Photographer: Jeannie Baker
Publisher and Year: Candlewick Press, 2010
Number of pages: 48
Tags: Culture, Family, Realistic Fiction, Jamal Jackson, k-5,
Genre: Realisitic Fiction
Analysis:
Mirror is a wordless picture book that uses pictures to go through a day in the life of two families. The families are in two different parts of the world, Australia and Morocco, but live lives that mirror one another. The book is set up where Australia is on the left and Morocco is on the right, but each page on the left has a corresponding page on the right. By the end of the story, it is apparent that the families live very much the same but have some differences mostly in culture.
When it comes to picture book codes there are not any that apply to my knowledge. However the Ideologies that are being communicated come across very well. The purpose of the book is to serve as both a mirror and a window to children in Morocco and in Australia. Because of the setup of the story, a reader from either location would be able to see their own lifestyles reflected back to them on one side and a view of what the life of someone in a different part of the world also lives like. The ideology being communicated is that even though people may have different cultures and customs, regardless of where they are from many families have very similar life styles. Although the city family goes to a mall and there aren’t any in Morocco, they are not much different than the Moroccan family as they also have an outlet market.
In the authors note, Baker mentions that she wrote this book during a time where politics put allthing foreign in a negative light. Her goal is to change or at least help combat that sentiment. Through her text she is able to accomplish that. It is also important to mention the function of the books pages being parallel and mirrored of one another. Literally saying that we live two sides to the same story.

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Ish

Author/Illustrator: Peter H. Reynolds
Publish: Candlewick Press 2004
Pages: 32
Tags: Fiction, Fine-Arts, 4-5, Jamal Jackson
Genre: Fiction
Analysis:
The story is about Ramon, a boy that loves to draw anything at any time. Ramon is excited about his drawings until his big brother makes fun of them for not being high quality drawings. Just as he is about to give up drawing altogether, his sister praises his drawings letting Ramon know that it’s ok if they aren’t perfect but they’re close enough to be appreciated.
The text serves as either a mirror or a door. Children reading this may see it as themselves attempting to be creative and will walk away with the message that they can be creative and artsy whether or not their products are perfect. Readers can be encouraged to either begin or continue on a journey of creativity. The ideology of appreciating creativity is a great one to teach kids at an early age as fine arts can make up the identity of many youth and unkind words can harm this part of a child’s identity. Through the use of illustrations that are simple yet vibrant the message, that art doesn’t need to be perfect, is further communicated to the reader. There is also a bit of representation presented in this book as the characters’ names are Ramon, Leon, and Marisol and are depicted with darker skin and curly hair. I assume the characters are children of a Latinx background.
The picturebook codes do not all apply but there are several places in which they occur. The code of color, for instance, is applicable as you follow the plot progression. Ramon’s drawings are bright and vibrant until his brother tells him that they are bad. Then the drawings and the illustrations themselves go dark, symbolizing Ramon’s disappointment and sadness. Once his sister reminds him that the drawings only need to be “vase-ish” he begins drawing even more vibrant than before. The size of character is also changed as the brother is introduced. Leon is depicted as much larger than Ramon and is even standing directly over him to symbolize his power over Ramon. Ramon appears small all the way until he feels empowered again.
The illustrations used are all water color paintings. The illustrations, as I mentioned before, are intentionally made to looks unfinished and simple. This is done by use of thin non-straight lines, disproportional shapes, and unfinished boarders. The ideologies of embracing creativity is communicated well through the use of images as the illustrations themselves are only “ish” like drawings.

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I am Mixed

Author: Garcelle Beauvias, Sebastian A. Jones
Illustrator: James C Webster
Published: Stranger Kids September 2014
Pages: 52
Tags: Jamal Jackson, Realistic Fiction, k-5, Picture Book, Multicultural, Diversity, Family
Genre: Fiction

Analysis:
This book is about Jay and Nia, who are a set of biracial twins. Throughout the book the children go on an adventure where they explore the identity of having mixed cultural back grounds. They learn to love themselves and appreciate who they are and how they are different than others.
This book serves as both a mirror and a window. Children that may be mixed and not sure of where they fit in to society can read this and relate to Jay and Nia. Seeing the twins navigate in their daily lives while learning to appreciate their heritage could be a teaching point for biracial children. Non biracial children can read this story and use it as a window into the shoes of someone that experiences life differently than they do. They can learn the concept of tolerance for individuals that may look different than they do.
The book’s message communicates an ideology of self-love and acceptance, along with pride in ones heritage. This is important to communicate to biracial children as they may be confused as to what/who they are. Instead of feeling uncomfortable and unsure, it is great for a child to feel like they are “the best from all over the world.” The stressing of family importance throughout the book is also a positive ideology. Instead of a child trying to identify with one parent over the other, they operate as an all-inclusive unit. The children learn to truly identify with both parents.
The illustrations also help to add to the message. The twins themselves are different skin tones with different hair textures which helps make the book more relatable to children reading it, since biracial children can have a range of characteristics and traits from their parents. The use of bright fun imagery while the children are learning to be proud of themselves also helps to add happiness and joy to the idea of loving oneself. The use of diverse characters and scenery also helps communicate the ideology of tolerance and inclusiveness

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Title: Danny and the Blue Cloud

 

Author: James M. Foley

 

Illustrator: Shirley Ng-Benitez

 

Publisher: Magination Press (2016)

 

Pages: 23

 

Genre: Realistic Fiction

Danny is a young bear cub who is having trouble with his big, dark, and heavy blue cloud. The cloud prevents him from doing fun things. Sometimes the cloud makes him angry or even very sad. But Barnaby the Bunny comes along and teaches Danny a coping system to make the cloud not feel so imposing. With a little help and a lot of practice Danny overcomes his blue cloud and turns it into a vibrant rainbow.

 

It is no secret, I hope, that the dark blue cloud is depression. It is something that Danny simply has and lives with and is not something that simply goes away. This book, although problematic in some ways, does a good job of exposing children to, in a palatable way, that depression not only emerges in many different ways, but is a lingering thing as well and something that one is born with, as Danny is. This is important because it normalizes the fact that even children deal with inexplicable sadness, anger, and apathy. In addition to this, when Danny’s depression starts to affect him to the point where he no longer even wishes to go to the window to see if his friends will invite him out to play, his mother says it’s okay to feel this way. Again, reinforcing that this is a normal feeling to have.

One day another woodland creature appears, Barnaby the bunny. Hopping along with his pince-nez neatly on the bridge of his furry nose he looks like the resident fairy-tale psychologist. Barnaby notices right away that Danny isn’t feeling well so Barnaby gives him coping mechanisms to fight off the dreary feeling brought on by the blue cloud. Barnaby tells Danny that to maintain a positive attitude that exercise helps so he has Danny hop back and forth. After exercising, Danny must think about all the things he can do and not the things he can’t and, although admittedly difficult, try to think positive things about yourself, not negative. WIth continued help and routine practice of this things Danny starts to feel better and confident until one day his blue cloud is a rainbow.

The ending seems problematic to some extend because this coping mechanism is better suited for the mood depression and not the clinical depression. However, the author has a distinction in the back between these two things and acknowledges the seriousness of clinical depression. He goes on to list signs of depression and gives advice on how to be open and willing to talk about feelings of depression and most importantly to seek professional help. Depression is not something you just get over, it’s a biological thing that needs assistance. With this informative ending and the overall book normalizing feelings of sadness as things that can be managed it can be a useful tool for opening up discussion of those feelings. It is important to let children know that there is a difference between the mood and clinical depression and that it’s not only okay to feel that way, but it’s okay to share and allow people to help and make the feeling better.

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Michael Rosen’s Sad Book

Title: Michael Rosen’s Sad Book

 

Author: Michael Rosen

 

Illustrator: Quentin Blake

 

Publisher: Candlewick Press (2004)

 

Pages: 26

 

Genre: Autobiographical

 

The book is written from the author’s point of view, as it is an autobiographical story. Rosen tells us about the sadness that he feels after his son, Eddie’s death. He describes his anger, his sorrow, how the loss of his son reminds him of his mother’s passing, and the things that he does to cope with his emotions, not always good things. But the sadness he feels for his son’s death isn’t the only reason for his sadness, sadness is also just there and he doesn’t know why. Rosen has ways of dealing with his mood too to try and redirect his thoughts. But this sorrow, this sadness is more than just a thing for Rosen, it’s a place that is everywhere that reminds him of his loss on his son’s birthday.

 

This book is very hard-hitting and requires a more mature audience. I say this because the topics are dealt with very frankly and not coded. As a reader, you can tell that this book was a catharsis for Rosen, another expression of the swirl of emotions he was and does feel, but it’s a touching expression that doesn’t necessarily make you feel hopeful, but you feel sympathetic.

The illustrations serve the narration well, because of the sort of scraggly nature of the drawings they can be light-hearted and sweet as they can be distorted and wicked. The first image is a colorful portrait of Rosen where he is happy, but he readily admits this is a false happiness, something that he feels he has to put on rather than feel. The corresponding image on that next page is Rosen as a dark gray figure frowning with mangled eyes, this is how he really feels, and he tells us it is because his son Eddie has died.

He remembers his son, with several illustrations framed like a scrapbook filled with photos, they are colorful and lively, except for one blank photo. Rosen describes that sometimes he’s not sad, but angry. Angry at how his son could go and die like that, after all he loved Eddie very very much, but Eddie went and died anyway. Sometimes Rosen just wants to talk about it, to anyone, but sometimes he doesn’t want to share his pain because it is his and no one else’s. Sometimes he screams in the shower, or bangs things on the table, makes goofy sounds or teases the cat. Other times, he is just sad. So, Rosen does things to divert his attention. He does something that he can be really proud of or does at least one fun thing, and reminds himself that being sad does not make him bad. Rosen demonstrates for us by explanation that there are many different ways to cope, some are goofy, some are scary, some are cruel perhaps to one’s self, perhaps to others. But, the sorrow that you feel doesn’t make you a bad person, maybe it just makes you a person.

Rosen asks where, when who or what is sad? He tells us, Sad is anywhere, anytime, and anyone. As for what, he shares a poem: “ Sad is a place that is deep and dark. Like a space under the bed. Sad is a place that is high and light. Like the sky above my head. When it’s deep and dark I don’t dare go there. When it’s’ high and light, I want to be thin air.” Somewhat more of a positive, a reader gets the sense that Rosen is letting others know that it’s okay to be sad because this feeling has no demographic, it affects all ages, anytime, anywhere, and sometimes it makes us want to disappear, it makes us want to disappear into thin air.

The illustrations drawn on the last 4 or 5 pages are unframed and sparse, they feel like fleeting memories, as they likely are for Rosen. Memories of mother, but mostly his son and the things they would do together and the quirky things that made his son, his son. The words read as tender remembrances of fun and good times, which makes it all the more sobering to know that, although tender and warm, they carry a certain sting of loss with them. The penultimate page is a memory of a birthday party, Rosen tells us he loves birthday parties, even for other people. Nothing can be more poignant that the last words of the book “Happy birthday to you…and all that. And candles there must be candles.” followed by an image of Rosen looking at a photo with one candle. The candle is at the forefront of the images, it burns bright orange and warm yellow, with Rosen in the back, small and gray. His figure brightened by the fire of the candle. I’d like to think the ending is hopeful in this way. Although Rosen is gray, sad, and small he is illuminated and warmed by the light of the candle, by the light of the happy memories of his son.

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Thunder Cake

Title: Thunder Cake

 

Author/Illustrator: Patricia Polacco

 

Publisher: Baker & Taylor (1990)

 

Pages: 29

 

Genre: Realistic Fiction

 

The story is told from the perspective of the grandchild to Babushka or grandmother. The child fears the thunder, so Babushka suggests they make thunder cake. A clever way to get the child to stop from hiding from the sounds of rolling thunder, the two proceed to find the necessary ingredients for the cake. 1-2-3-4… the child slowly counts after seeing each flash of lighting, after all Babushka has said told her to do so to mark how far away the storm is. One mile for each second. Slowly as the storm comes closer and closer the two collect more and more ingredients. Eventually they are able to make the cake and symbolically the child overcomes the fear of thunder.

 

As I’ve come to realize, I enjoy books which tell stories that allow the child/hero of the story to be a mirror for the reader child. This is book is no different. Although the child of the story wears a similar garb to Babushka, the child is only referred to as ‘child’ never ‘boy’ or ‘girl’, and although not a perfect uniform representation of all creeds and colors of children, this does allow for a neutral view of the child in the story to be better relatable. I must admit, however, I have a soft spot for this story as it is one my mother used to read me to help quell my fears as well, so perhaps there may be a bias.

There is, arguably, a reason to think Babushka is a great protector and teacher. She is almost explicitly saintly. She walks into the room to see the child covered under the bed covers and when she exclaims to the child to come out there is a picture of Christ watching over the child. So too does Christ look at the child in the same way Babushka does when they are held together in the chair.

Babushka gives the child a coping mechanism to delay the overwhelming fear that the child has of the sound. I think it could be said that this works for thunder as it does for other things. Although certain anxieties require more attention and care than just slowly counting up or down, this counting distracts the child’s anxiety felt by facing a menacing sound that cannot be seen. It’s important too that the thing that is feared is heard but never seen because fear often comes in ways that can’t be explicitly understood. If someone is nervous at the idea of speaking in front of others the fear often manifests itself in an abstraction of the reality of the situation, for example; but, that doesn’t make the fear itself any less real. So, by counting slowly, 1-2-3-4-5… the child learns to distract from what it is that is feared and use what was once scary as a tool of measurement. THe child is so busy with the task at hand and then counting that the fear is displaced to what’s going on in front of them. The Kicking cow and The Peck Hen are both things to be feared as well, but with the combination of setting out to accomplish a specific task, and with the careful eye ready to keep count as lightning flashes, the child manages to do it all without even realising it.

The illustrations of the book are beautiful and comforting as well, in some sense. The features of both the grandmother and child are round and soft, in other words kind looking. The animals, even the descriptively aggressive ones, look curious and concerned with every action of the child. Perhaps the fact these would be aggressive animals look unimposing by picture reinforces the idea that some fears are conquerable and only a manifestation of one’s own psychology. Moreover the cake itself is a tale of the controlling of the child’s fears too. By slowly doing tasks and counting away the child accomplished many other feats that were thought of as ‘brave’ and when that is explicitly pointed out the child feels self-assured and accomplished. In this way, at the end, the child and Babushka are able to laugh at the rolling thunder as it looms over-head, the two are able to laugh at the fear the child once felt, and the child has matured and grown.

It should be noted again for emphasis, that some anxieties need to be managed in ways other than just willing them away, as the story allows us to think. However, being told that some fears are manageable is important as well. This should be a talking point when discussing this book as it lends itself nicely into the discussion.

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Title: In our Mothers’ House

 

Author/Illustrator: Patricia Polacco

 

Publisher: Philomel Productions Limited (2009)

 

Pages: 44

 

Genre: Realistic fiction

 

The story follows the narrator’s childhood, the oldest of three adopted siblings. Her mothers Meema and Marmee are loving, caring, and important members to the community. The children experience many different things from their Italian grandparents to their multicultural community fair. The family experiences many happy moments as the children grow up. They love these experiences and embrace their differences and make a home that the family can always come back to.

 

Probably one of the most diverse families I’ve ever seen portrayed in children’s literature, perhaps even adult literature for that matter, the family is comprised of two mothers perhaps both of Italian decent , only Meema was explicitly said to be so, the oldest daughter, a Black girl, the only son, an Asian boy, and the youngest, a bright colored redheaded girl.

As mentioned in the summary the narrator is told from the oldest daughter’s perspective (in the future looking back on the events). The text and the images complement each other as the story goes on. As each child is added to a family so too is their own sort of “origin” story of where they were before they arrived at the home. The mothers are portrayed as very capable people Meema being a pediatrician, and Marmee being a paramedic. Although, it is shown that their respective professions help them with things like taking care of the children when they are sick and organizational skills, the mothers’ are shown to be talented in things like cooking, sewing, and carpentry as well.

The children sometimes get into trouble too with Will, the only son, taking off a finial when the kids are sliding down the railings of the stairs, and Millie, the youngest, sleeping in the fireplace and using the coal and cinder to draw on the walls. Importantly though the children are not shown as “getting in trouble” for these things but rather they are just part of the experience of growing up. More than that in Millie’s case however where her drawings are even admired and celebrated. This is what I mean when I say embracing and celebrating difference. To that end, Meema’s parents, and specifically Nonno, the childrens’ grandfather adds to the diversity of the family at their family gathering in the house. He’s portrayed as a big, stout, boisterous Italian man who clearly loves his grandchildren and his family in general. He shows the children how to make gnocchi, a favorite activity of theirs.

However, the family doesn’t go entirely without discrimination. After a display of talent by Meema to sew the family’s Halloween costumes together Mrs. Lockner, a neighbor, is shown to be silently judgmental at the family and specifically glaring at the mothers. The mothers don’t bother explaining to the children why Mrs. Lockner acts this way at this point, but they do at their second in counter at a multicultural community event. Although a happy event where all the different families in the community bring food from their culture to share with everyone else, it has a relatively unfortunate end with Mrs. Lockner plainly saying “I don’t appreciate what you two are.”. Instead of getting angry it is explained as Mrs. Lockner being sacred of what she doesn’t understand. These events, it is important to note, are relatively small in comparison to how the rest of the book is. Although the discrimination is there, because the family is loving and accepting of each other they are, more specifically the eldest daughter is, to move past and resolve these issues within themselves quickly.

The children all grow up and move out of the house, but Marmee and Meema are always there, the children even bring their own children back to the home that they grew up in. Eventually the mothers pass away, as explained in the ending of the story, but the house and the love that they left in it will always remain.

Overall, this is an extraordinary book that truly celebrates how different people can be and the capacity to love those differences to live a vibrant and enriched life. Although you don’t really see how the discrimination from Mrs. Lockner affects the mothers, since the story is told through the daughter’s perspective, it’s clear that the love and care that the mothers provided meant so much more and had a much stronger impact on how the children lived their lives.

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Chrysanthemum

Title: Chrysanthemum

 

Author: Kevin Henkes

 

Publisher: Greenwillow Books (1991)

 

Pages: 30

 

Genre: Fiction

 

The story follows the young mouse Chrysanthemum and her transition into school. At first, Chrysanthemum loves her name, but then she goes to school where the other children tease her about her name. Chrysanthemum is saddened by these jeers and always needs to be cheered up, but fortunately it takes one person to say that such a name is beautiful, and the children learn to accept other long names and Chrysanthemum feels empowered.

 

In the beginning Chrysanthemum takes up a majority of the frames that she is in. She’s confident, she’s happy and she loves her name, really she loves herself. Her love for her name shows the capacity for self-love and confidence and this attitude is nurtured by her parents. When she goes to school however, she is teased by her name. She is described as “wilted” as a flower does when it is dying. The children kill her self-esteem in this way; they are metaphorically taking life away from her as they tease her. Moreover, she is shown as small in the frame with the very imposing Victoria as a clearly larger character and her two side-kicks, Jo and Rita, are always in toe

Two times Chrysanthemum’s parents must cheer her up after she returns from school, with diminishing returns as each consolation make her feel better, but less and less each time. Additionally, Victoria on both of these consequent days feels necessary to point out her jeers toward the Chrysanthemum to the teacher. The teacher, however, blithely responds with “thank you for sharing.” This definitely leads itself to teach children how adults can be complacent in bullying as well.

In contrast to this, however, the Music teacher, Mrs. Twinkle, demonstrates her namesake. She is a vibrant teacher who is wildly popular with the children and upon hearing the teasing of Chrysanthemum, intervenes.  Upon her intervention Victoria once again announces her jeers as a fact that must be heard. Mrs. Twinkle, however, falls into all the categories of those jests herself. This shows one, a responsible adult who engages with the students’ activities and two, that people can use their position to benefit others. Mrs. Twinkle, being popular with all the children, has sway and influence on how they behave, so one gets the sense that this is the right thing to do because it benefits all and breaks down social berries. Although Mrs. Twinkle is an adult, it could and should be pointed out that adults aren’t the only ones that have influence like this, Victoria is her contrast, for example. But, again, the class teacher Mrs. Chud is shown to take an apathetic side to this sequence of event, it is important, I think to highlight this fact, and to show that sometimes adults can make mistakes too and maybe even need to be told about their complacency in lieu of what’s right.

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Whoever you are

Title: Whoever you Are

 

Author: Mem Fox

 

Illustrator: Leslie Staub

 

Publisher: Voyager Books (1997)

 

Pages: 26

 

Genre: Realistic Fiction

 

The story is told from the perspective of a character I will refer to as the Journeyman. The Journeyman takes a group of 4 children around the world so that they can appreciate the differences, but also realize the similarity that unifies all people.

 

The story telling is very straight forward and to the point. The first half of the story explains all the differences that cultures have from one another. People may look different, be taught differently, talk differently, live different lives, and might have very different languages (the emphasis on very comes from the text). The special emphasis on the difference of language doesn’t quite make sense to me because individuals’ lives and cultures are also very different from one another. One could perhaps demonstrate how all these differences might be very different and how that ties in, or perhaps exclude the emphasis. However, the Journeyman does tell the children that the things that really matter are universal. From hearts to joy and from laughing to bleeding, we all have this in common.  

All the images are framed and like specific paintings, or windows giving on the sense of being outside looking in. This works well with the book’s overall message, which is that we do have a degree of separation by our difference, yet we are still the same despite these separations. Most of the imagery is also straight forward, but there are some subtle things that could open up discussion in the story as well. Less importantly, the Journeyman and the children appear on at least every set of pages and so could play as a little game to find them, as they are small in some frames.

More important, however, there are two pages worth highlighting. The first is when the Journeyman and kids are observing how schools around the world may be different. All the children in this frame are boys and it is clear there are women in the back looking on in curiosity, anger and sadness. This perhaps lends itself to conversations about sexism in education abroad and locally. Secondly, when the Journeyman is explaining how hurt and its expression of crying is the same, a father is being separated from his child and there’s a bus in the background which could open up discussions of the reasons why such a thing would happen, ie. war, conflict zones, and refugees.

This book is relatively short, but gets the message across succinctly and nicely. While not the most conversational piece there are some subtle images that open up broader discussion. It highlights differences and explains how they are certainly a distinction between cultures and ethnicities, but that there are more universally known and strong feelings that unite us all as one.

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Tight Times

itle: Tight Times

 

Author: Barbara Shook Hazen

 

Illustrator: Trina Schart Hyman

 

Publisher: The Viking Press (1979)

 

Pages: 30 pages (16 w/ text)

 

Genre: Realistic Fiction

 

The story follows a family from the perspective of the young child of the family. The family is implicitly a low-income family that is struggling to make ends meet. This makes it difficult when the child keeps asking to get a pet dog. “Times are tight,” the dad explains to the child and this explains why the family doesn’t have all the things the child prefers. One day when the father returns home in the middle of the day after losing his job, upon the mother getting home when a “grown-up” talk ensues, the child is told to stay outside for a while, but not to go near the street. Outside, the child hears a strange crying sound: it’s an orphaned cat. After a passer-by, helps the child get the cat out of a trash can, she informs the child that they can keep the cat. After the parents discover the new friend, they let the child keep the cat. The child, agreeing not to ask for a dog anymore in exchange for being allowed to keep the cat , happily names the cat ‘dog’ and the child gets the “dog” they wanted after all.

 

Firstly, it actually took me a moment to realize my bias on this observation, but the child in the story is never referred to by gendered pronouns. Additionally, the child is androgynous, so there’s nothing to exclude any gender group in the character’s representation.

The story begins with the child requesting of the mother to get a dog. The room, along with all the rooms of the home, looks well furnished, but not cluttered. However, it is the actions of the mother, for example, on this first page that describe their financial situation as she hand stitches the buttons on a shirt, or coat. The mother denies the child’s request, she is too busy. So the child asks the dad, explaining that he promised them that when they were bigger the family could get a dog. The dad explains that it’s because of tight times, and that the child wouldn’t understand. However, as they go through their morning routine, the dad gives the child several examples to try and explain. Along these pages that father says tight times are why we have this instead of that, and the child likes that better. A nice thing about this sequence is that although the father’s words disparage the child’s ability to understand, he tries to make it understandable for the child in a different way, he’s trying to be honest and in doing so doesn’t belittle or condescend the child. Moreover, the child never says anything to the effect of “I need that,” but rather “I prefer that” showing that the child does on some level view “nicer” things as not a necessity, but a luxury. Simultaneously, this language does a nice job showing how the family’s financial situation is disparaged from a more financially-well off family, but does not demean the family itself.

Tight times are also why Mrs. McIntosh picks up the child from school and not the mother, because she has to work. Although a minute scene, the child and Mrs. McIntosh are at the bus stop with a diverse group of people, a group of people that you’d realistically expect to see at a city bus stop, and there’s a fun situation where all the dogs are attending to the child. This page is just a testament to the illustrator’s cognizance of the setting and people, and is worth noting.

Following that, father comes home early in the middle of the day. Mrs McIntosh is relieved of baby-sitting duty and he fixes himself and the child “special drinks”. The father is clearly somber in this image, drinking what is clearly liquor, but the child is oblivious to direness of the situation and is cheerily reassuring the father as they have their drinks. Upon the mother’s arrival back home she instructs the child to go outside while her and dad talk, warning the child not to go out in the street. In this page and until the end of the book the father is drawn looking in despair, but in the feint background. This shows, to my mind, that the sorrow of the family’s situation is there but, not the dominant issue for the child, or at least what the child recognizes.

Outside, the child hears a cry, this is the cat. A woman slowly appears to help the child get the kitten out of the trash, the woman in some sense is the fairy-godmother of the story. She grants the child’s wish in a way, but not with magic, but by appealing to the child’s autonomy saying “You can keep [the cat] if you wanted.” Upon the child’s wish being granted they try to get more appropriate food for the cat where the parents then discover the cat inside. The child explains that they didn’t go out into the street and that a nice lady gave them the cat. The parents break down and cry with the child in-between them, causing the child to cry too. It’s not explicit why the parents cry upon seeing the child innocently trying to help the cat, but perhaps it is because of that innocence that the parents cry, they cry because the child still has the capacity to care about other’s despite their own need, perhaps they cry for joy. Perhaps, they cry simply out of frustration, or perhaps it is a combination of these things. Whatever the reason, this is a touching moment and something that most people and connect with on some level.

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