THE ROLE OF LITERATURE: WHAT MAKES A GOOD BOOK, A GOOD BOOK? Tastes in literature vary as greatly as tastes in cuisine. With such diversity of opinions, how does a school community decide which books are worthy of their students’ time and attention? Below you will find some of the values we hold in determining what makes a good book, a good book. We have tried to apply the following set of criteria in making decisions to include or exclude a selection. CHARLOTTE MASON’S CLASSIFICATION FOR BOOKS Twaddle: Dumbed down literature that is absent of rich ideas, message, and inspiration. Living Books: Living books have high literary quality. They are well-written using elevated language that is beautifully arranged and conveys meaning in a powerful way. The books should contain content (ideas, themes, details) that inspire. They should not talk down to the target reader. A child will often imitate what he reads and therefore needs well-written books as models. Living books depict life/human condition in a vivid and engaging way (not necessarily through realistic means). Living books are the books we “fall” into. Living books should have beautiful illustrations that show artistic quality and model excellence. The illustrations should be interesting, captivating, and able to hold the attention of the reader. Illustrations should enhance the child’s imagination, not limit it. If a book has a beautiful text and mediocre illustrations, consider reading the text prior to showing the child the illustrations. Living books are enjoyable by adults as well as children. If you do not find it interesting, then your child will likely find it boring as well. The text of a living book should stimulate thinking and/or feeling. It should spark conversation, questioning, curiosity that leads into imaginative play or self-initiated research – more books by that author, more books about that subject. Choosing literature for a child should also take into account the age appropriateness of the themes of the book. Even if a child can fluently read a book well above their age, this does not mean that they should read books at that level. The reading level of a book is determined not only by the difficulty of the words and sentence structure, but also by the maturity of the content. A child will not find a book interesting if the characters are wrestling with life issues that are beyond the child’s experiences and development. They will also miss the humor of a selection if it is too sophisticated for their age. A child can find a book disturbing if it exposes them to Role of Good Literature 5/2013 realities of life they are not yet ready for. For this reason, it is important to take into consideration the grade level suggestions on the reading list. Teachers and parents should take care to know each child personally and to keep in mind each child’s temperament and maturity. What may be an adventure story for one Class Four student could be too scary for a more sensitive, tender hearted child. Literature can be a wonderful tool to teach children about life. Story can capture both the head and heart as readers experience second hand the character’s life. Therefore, it is important to intentionally expose children to these valuable life lessons but to do so with sensitivity and discernment. ELEMENTS TO LOOK FOR: Characters: Characters doing things children can relate to through real life experiences or the fantastic wishes every child has. Good examples and bad examples. When using a bad example, there should be textual elements that show the consequences of their choices and/or the tone should paint the character in a negative light – i.e. How does the author want you to view the character? Temptations = the usual suspects (i.e., anger, lying, cheating, etc.) Focus on strengths of character rather than on opinions regarding trendy issues. This means a preference for timeless, universal themes. SHOW, don’t TELL, the truths of life. Not didactic – children tune out sermons in books. Avoid racial stereotypes and stick to universal truths and matters Character qualities that can be emphasized through the reading: Courage Responsibility Perseverance Justice Redemption/forgiveness Role of Good Literature Truth Nobility Beauty Virtue Good habits 5/2013 RESPONSES TO COMMON QUESTIONS OR CONCERNS: “It is like pulling teeth to get my child to finish a book.” Do not insist that your child finish every book he/she picks off the shelf. You do not finish every book you pick up as an adult. However, we do not want to encourage pogo stick reading habits. Insist that your child give a book a fair chance, 25-50 pages depending on the length of the book. If, after giving the author a chance to capture their attention, they are not enjoying the book, then let them choose another book. Use common sense. If a child repeatedly does this, ask one of your child’s friends (or their parent) with similar interests for book recommendations. Then, help your child see the book through to the end. They may need to discuss the book with you each day so that it feels like a shared reading experience. “Well, at least he is reading.” While this phrase is often used to justify allowing a child to read anything, it does not serve the child well in developing good, life-long reading habits. While you might initially need a twaddle book to get a child excited about reading, you do not want to allow them to continue in a superficial literary diet. Their hearts, minds, imagination, and spirit will be anemic as a result of such decisions. Act as a good “coach.” Get involved in what your child is reading so that they can develop a more discriminating pallet. “How do I know if the book is too hard?” A good rule of thumb is if the child struggles to decode (sound out) five or more words on the page, then the book is too hard for the child to read independently. “My child can read on their own now.” NEVER STOP READING ALOUD TO YOUR CHILDREN. If the habit is developed at an early age, your child will enjoy a family read aloud time all the way through high school. YES, we know many families who have actually done it! The parents love it as much as the kids do because they get to read the books they never read in school. It will be worth it, even if it is only once or twice a week as they get older and extra-curricular activities seem to dictate your schedule. THE POWER OF A GOOD BOOK From Honey for a Child’s Heart, Gladys Hunt “A good book is a magic gateway to a wider world of wonder, beauty, delight, and adventure. Books are experiences that make us grow, that add something to our inner stature.” p.14 Living books give children wings. Proverbs: a word fitly spoken is like apples of gold in pictures of silver. p.14 “Any good book can be used by God in a child’s development, for a good book has genuine spiritual substance, not just intellectual enjoyment.” p. 18 – even if it is not a Christian book Role of Good Literature 5/2013 “What is unfamiliar becomes close and real in books. What is ridiculous helps children see the humor in their own lives. Sympathetic understanding is a generous by product of sharing the emotions of others in stories. Books are no substitute for life, but a keener pleasure comes to life because of books.” p. 18 Role of Good Literature 5/2013 References: Bloom, Jan. Who Should We Then Read? Authors of Good Books for Children and Young Adults, Cokato, MN, BooksBloom, 2001. Hunt, Gladys. Honey for a Child’s Heart: The Imaginative Use of Books in Family Life. Grand Rapids, MI, Zondervan, 1989. Kilpatrick, William. Books that Build Character: A Guide to Teaching Your Child Moral Values Through Stories. New York, NY, Touchstone and Schuster, 1994. McCallum, Elizabeth and Jane Stott. The Book Tree: A Christian Reference for Children’s Literature, Moscow, ID, Canon Press, 2001. Wilson, Elizabeth. Books Children Love: A Guide to the Best Children’s Literature. Wheaton, IL, Crossway Books, 1987 Role of Good Literature 5/2013