Lion Dancers by Cai Tse

Thirteen-year-old Wei Lee's father, Yuho Lee was part of the Black Tiger Lion Dance troupe that won the championship at the Twelfth Asia International Lion Dance Championships two years ago. Watching his father perform and win made Wei determined to follow his father. But two years later, Wei, a student at Bird's Beak Middle School finds himself a loner, despite being the top student in his grade. He's stuck on the bench during basketball practice. Despite offering to sub, Wei is not allowed to practice. He tells his friend Jun, that he is quitting the basketball team. Jun suggests that Wei hang out more often with their friends but he's not interested, especially when Jun's friends just tease him.

On his way home, Wei bumps into a young man wearing a lion dancer shirt. The man initially denies being a lion dancer but then questions Wei who clearly knows about such dancing. Wei tells him he wants to be a lion dancer but doesn't have a team and asks to join.

On the following Saturday when Jun calls Wei for help with their big essay project, Wei turns her down, much to Jun's shock. Wei is never busy on a Saturday but this time he is - he's going to lion dance practice. When Wei arrives at the temple where the lion dance group has gathered, he is shocked to discover his former best friend, Hung is a part of the ensemble. Hung angrily tells Wei he doesn't belong in the group, but the team members tell him to stop, and welcome Wei.

One of the members, LinWei shows Wei around and he tells her that he used to dance with his father until two years ago. She encourages Wei, telling him that with the Lunar New Year coming, they need new members and that the team is like family. At the first practice, things do not go so well: Wei falls and then is sick to his stomach. While he is recovering, Hyunmin (Min) tells Wei that this lion dance group is called the Southern Phoenix Lion Dance team or the Birds for short. When Wei demonstrates his hei si, the members of the Birds are impressed. After practice, Min questions Hung about Wei. He reveals that he and Wei used to train together on their fathers' old lion dance team. Hung was Wei's tail, where the smaller, lighter Wei was always the lion head. Hung knew that he would never get to be the lion head with Wei around. Hung claims he is just surprised to see Wei again, after he left the other team and stopped being his friend.

At home Hung tells his parents about Wei showing up at lion dancing and that he is planning to stay. They are very surprised but believe Hung to be the best dancer on the junior team. At school, Hung confronts Wei and tells him he's not welcome in the Birds. However, Wei is determined to return every week to practice and to become the best lion dancer. At the next practice, Wei works on basic jumps with Bochen. He is told that they try to pair friends together and also take into account the physical makeup of the dancers. Stronger, bigger dancers are often the tail so they can lift the lighter head dancer.

The first set of performances for the Lunar New Year go well but it evident that Hung is not willing to accept Wei on the lion dance team. When his mother suggests that it would be disappointing if he is made Wei's tail again, Hung is more determined than ever to make sure Wei isn't part of the team and that he's not made Wei's tail. Eventually Hung's jealousy over Wei leads him to go to far, alienating his teammates and getting himself suspended.

Discussion

Lion Dancers is a graphic novel about a team of lion dancers as they prepare for performance and competition. The story is told in eight chapters with an Epilogue. Before the first chapter, a page describing "What Makes A Lion Dancer" explains that a lion is comprised of two dancers: the lion head performer and the lion tail dancer, both covered by the lion costume. At the beginning of each chapter a specific feature of lion dancing is explained. Some of the movements described include "scratching", tan bo, and choy cheng.

The main story is that of a lion dance team, the Birds, training in the weeks before the Lunar New Year and the troubled relationship between two of the young dancers, Wei and Hung who have a past together.  Wei and Hung's fathers were lion dancers with the Black Tiger Lion Dance troupe. They trained with the Black Tiger troupe, with Wei being the lion head and Hung being the lion tail. Wei's father (and his mother?) died in a car accident on the way to the wedding of one of the lion dancers. Wei was only eleven-years-old at the time. After his father's death Wei left lion dancing and stopped being friends with Hung, 

The root of the disintegration of Wei and Hung's friendship seems to be Hung's jealousy over Wei being given the position of a lion head dancer. This causes Hung to bully and shame Wei at school for doing lion dancing.  and his belief that being a lion tail dancer is demeaning. At home Hung's parents place enormous pressure on him, telling him that he is so good he needs to be in every performance. After the first Lunar New Year performances, his mother states, "They wouldn't know what to do without you, Hung. Carrying the team like that." Hung's parents are reinforcing his own belief that he is the most important member of the team, when in fact each person is important because it is a team effort. After a particularly intense performance, before leaving the temple, Wei thanks Hung for subbing in for him as he was becoming exhausted. Instead of graciously accepting Wei's compliment, Hung tells him his dancing was so embarrassing he didn't have a choice and that he did it for the team and not to help Wei. 

Determined to make sure he remains a lion head dancer and not in the tail, and makes the competition team, Hung continues to bully Wei at school too. The situation finally reaches a crisis point when Hung deliberately directs Wei to the wrong venue for a performance. He reveals to his teammates what he really thinks about being in the tail - that it is for losers, and how he considers himself the best. Hung's cruel, self-centered outburst leads Wei to try to quit the team, but LinWei encourages him to stay telling him that "....it's not only hard because of the exercise. It's hard because it's teamwork. You also have to learn how to navigate all the different personalities within the team and for some that can be the hardest thing to do." LinWei asks Wei, "How do you respond to this problem, Wei? How you've always responded?"  She challenges him to try a different approach with Hung who it not allowed to perform that day. 

When Hung's parents learn what that he tried to get Wei kicked off the team, they encourage Hung to apologize to his teammates. He does so thanking Gian for lifting him when he was a lion head. He realizes just how exhausting this must have been for the smaller boy. But Hung still remains somewhat hostile to Wei, insisting that he is the best chance the team has to win. Wei explains to Hung he doesn't view the tails the way he does: he sees them as the most important part of the pair, doing the heavy lifting. He tells Hung that some of the best lion dancers are tails. In this way, Wei takes the high road, praising Hung for his ability and his strength, something Wei will never have. He also tells Hung he intends to remain on the team. Wei learns to stand up to Hung, and believe in his own abilities as a lion dancer. 

Lion Dancers is a very well done graphic novel, with an solid story that is well portrayed in the graphic art. The beautiful graphic panels attempt to capture the incredible physicality of Chinese lion dancing, the jumps, lifts and motions of the lion head to express emotion.  Most readers outside of Chinese culture likely know little about lion dancing and Lion Dancers offers a good introduction to what is a very significant cultural element in the Lunar New Years celebrations for millions of Chinese. Young readers are encouraged to check out lion dancing performances on YouTube. Author Cai Tse is a lion and dragon dancer with the Chinese Youth League of Australia. She has been dancing since 2016.

Book Details:

Lion Dancers by Cai Tse
New York: Simon & Schuster Books For Young Readers 2024
299 pp.

Spooky Lakes by Geo Rutherford

Spooky Lakes by Geo Rutherford features twenty-five strange and mysterious lakes found on planet Earth. The book opens with an introduction to limnology, the study of lakes. "A lake is typically a large body of water surrounded by land." They are found in all regions of our planet and can vary in size, depth, shape, and colour. Lakes can be created by glaciers, dormant volcanoes, earthquakes, meteorites and dams. A second chapter, titled Lake Facts offers seventeen fascinating facts about lakes including that Canada has the most lakes of any country at almost two million!

The lakes profiled begin with Lake Superior, famous for its violent storms, one of which sank the Edmund Fitzgerald in November of 1975. One feature of Lake Superior is its cold, fresh water that is bacteria-free, meaning that shipwrecks often are in excellent condition. It also means that those crew who are trapped within the ships, do not decay and can be seen floating inside.

Lake Karachay in Russia is one example of a lake that is contaminated with radioactive waste from a nuclear facility, making it deadly. The Mayak facility located near the lake, exploded in 1957, spewing highly radioactive material into the surrounding environment. Today the lake is a "...dry nuclear waste storage facility" having been filled with tons of concrete blocks, rocks and dirt. 

Perhaps one of the most fascinating lakes is Lake Maracaiho, located in Venezuela, South America. This lake "...is illuminated by thousands of lightning strikes" almost every night of the year. There can be as many as twenty-eight lightning strikes per minute during the frequent storms over the lake. The geography and climate are the primary factors which result in a large number of storms forming over the lake.

Lake Nyos is a very deep volcanic crater lakes in the African country of Cameroon. On August 22, 1986, over seventeen hundred people, their pets and livestock were found dead in the area adjacent to the lake. It was determined that a massive cloud of carbon dioxide gas, from a limnic explosion, raced down the crater sides of Lake Nyos, killing every living thing in its path including insects.

Lake Vostok can be found more than two miles beneath the ice sheet in Antarctica. However, this lake is not frozen! This is due to the immense pressure of the overlying ice sheet. This means that water remains a liquid at temperatures lower than its freezing point of 32 F. It is also believed that the lake is heated from below by a geothermal vent. The lake was discovered by the Russian military and there is now a Russian research station over it. A borehole was drilled to the lake reaching the water surface in 2012. It is not known if sampling the water of Lake Vostok resulted in contamination of its pristine waters.

These are just five of the remarkable lakes profiled in Spooky Lakes.

Discussion

Spooky Lakes profiles twenty-five unique lakes providing a detailed overview of this geographical feature that is so common on our planet. 

What is a "spooky" take on many unusual lakes, is also a fascinating and fact-filled read.  There are lakes created by glaciation such as Lake Superior, lakes that are extremely toxic such as Lake Nyos. There are lava lakes such Mount Nyiragongo Lava Lake, lakes of pitch or natural asphalt like those in La Brea, Trinidad, lakes polluted from nuclear waste such as Lake Karachay, and lakes created by atomic blasts. There are lakes formed from rock slides like Lake Kaindy in Kazakhstan which features a well-preserved submerged forest. 

Rutherford explains many interesting science concepts in Spooky Lakes. For example, she describes how human bodies come to be preserved in the cold, fresh water of Lake Superior. Readers will learn why some lave flows faster than other lava, due to a lower silica content. In describing Yellowstone Hot Springs, the author explains how the hot springs are part of a the Yellowstone Supervolcano complex.

There are also many cultural references included where relevant. For example, Pitch Lake in Trinidad is believed to be "...a site of mythical punishment" by the Indigenous Arawah people. The section on Lake Guatavita explains the origin of the legend of El Dorado, the mythical city of gold that the Spanish were so determined to find.

Spooky Lakes is richly illustrated by author Geo Rutherford, who hand-painted them using gouache on watercolour paper. A fun twist to this book is the placement of tiny ghosts throughout many of the illustrations, which the author encourages her readers to look for!

Although the illustrations are colourful and simply wonderful, it would have been interesting to see photographs of these lakes where possible. Nevertheless, Spooky Lakes, with its catchy title, lovely artwork and large format size is likely to engage many young readers.

Book Details:

Spooky Lakes by Geo Rutherford

New York: Abrams Books For Young Readers     2024
96 pp

Radar and the Raft by Jeff Lantos

Radar and the Raft is an account of the remarkable survival of seventeen passengers of a freighter torpedoed by a German U-boat in 1942. Their survival was in part due to the development of radar, a new tool centuries and decades in the making.

Ethel Bell was a recently widowed missionary living in New York City in 1938. She had two children, Robert in third grade and Mary in fifth grade. Despite the recent death of her husband George, Ethel was determined to continue her missionary work in West Africa. The Bells left New York on the Cunard liner, Laconia in June of 1938 and sailed to Abidjan in Ivory Coast. They then travelled to the new missionary post in Bouake. As there was no school there, Mary and Robert were driven seven hundred miles to Mamou, Guinea where they boarded with a French-speaking couple and attended school. 

In August 1939, Robert and Mary returned to school in Mamou, after the summer holidays. In May 1940, France surrendered to the Nazis meaning that most of France and its colonies in West Africa were suddenly under Nazi control. Ivory Coast and Guinea were soon filled with Nazi soldiers.  At this time in the war, the United States was neutral. In an effort to keep it that way, Germany, Italy and Japan signed the Tripartite Pact which stated that should the United States enter the war, all three countries would retaliate. This meant that the Bells were safe remaining in West Africa: Mrs. Bell remained in Ivory Coast and the Bell children continued their schooling in Guinea. But with the bombing of Pearl Harbor, December 7, 1941, the United States entered the war. This meant being an American citizen in Nazi-controlled West Africa was risky.

Mrs. Bell had her children return to Bonake and she began to look for passage out of Ivory Coast. However, she was not allowed by leave by the authorities. Eventually with the help of a French consular official, Mrs. Bell and her children were able to flee to the British colony of Gold Coast (Ghana).  The next step was to return to the United States. Unable to obtain seats on any planes leaving North Africa, she began looking to leave by cargo ship. She was successful in gaining passage on the West Lashaway, a freighter loaded with cocoa beans, palm oil and fifty million dollars worth of Congolese gold! The West Lashaway, captained by Benjamin Bogdan, left Takoradi Harbor on August 15, 1942, sailing south of Ivory Coast, and west of Liberia and Sierra Leone. 

Now that Germany and the United States were at war, U-boats began prowling the waters off the east coast of the country, sinking ships. The U.S. Navy did little to protect merchant shipping until several months into the attacks.

Ten days into their voyage, Captain Bogdan received a message telling him to travel northward towards Saint Thomas in the British Virgin Islands. Bogdan had no way of knowing if this radio message was legitimate. And he did not know that U-boats had recently destroyed nine ships near Brazil and Trinidad. Based on his experience as a captain, he ignored the message.

AT 2:31PM the next day, the West Lashaway was hit by two torpedoes. The Bells with life jackets on, attempted to get into a boat but the rapidly sinking ship pulled them down with it. When they surfaced, they along with some passengers, crewmen and Captain Bogdan had survived. Forty-two survivors were now spread out on four rafts, three of which were damaged. They also had emergency rations that included drinking water, crackers, chocolate and tins of pemmican.

After five days of drifting, Captain Bogdan ordered the four rafts to be separated. After being separated, the rafts quickly drifted out of sight of one another. On September 7, Earl Koonz died and on September 9, Captain Bogdan died from his injuries. It would not be until September 18 at 9:50AM that radar on the HMS Vimy would spot the raft. Initially the crew of the Vimy thought the raft was a U-boat but as they got closer they realized it was a raft crammed with seventeen people. The survivors were found by a device that had been over one hundred years in the making.

Discussion

Radar and the Raft weaves together two stories, one, a story of the struggle to survive on the sea and the other a story of a scientific development that involved some of the greatest scientific minds over a period of one hundred and fifty years. These two stories come together with the rescue of seventeen people on a wooden raft, lost in the Atlantic Ocean.

Author Jeff Lantos engages his readers by opening with the story of widowed missionary Ethel Bell and her two children who move to West Africa just prior to World War II.  It follows them as they manage to escape from Nazi-controlled West Africa as war engulfs the world, their journey across the ocean and then their struggle to survive for weeks in the Atlantic after the sinking of their ship by a German U-boat. 

Interspersed between the chapters of their story is that of the series of scientific discoveries that led to the development and implementation of what is now called radar. It was radar that allowed their tiny raft to be detected, just as they were running out of food and water. Readers are introduced to major scientific concepts as they are discovered over a period of one hundred fifty years and the brilliant scientists who observed the world around them, experimented and had their own struggles to understand concepts that weren't obvious. Lantos explains the science in a readable and easy-to-understand way.

Lantos features Michael Faraday who "proved that a magnetic force generates its own electrical force," and that magnetic and electrical forces are interconnected and move through space. James Clerk Maxwell mathematically proved the existence of electromagnetic fields and discovered the laws of electromagnetism. He built on Faraday's discoveries proving "that we're surround by a second, invisible layer, one not directly accessible to our senses." In the early 1890's, Henry Hertz, a German physicist, "became the first person to radiate and detect an electromagnetic wave."  In 1897, Guglielmo Marconi used an electromagnetic wave to transmit a message in Morse code.  But it was Nikola Tesla, building upon the discoveries and work of all those who came before, who wrote that "the reflection of an electrical wave could be used 'to determine the relative position or course of a moving object such as a vessel at sea."  

Lantos describes just how difficult it was to convince the military that this discovery might actually be useful. The science probably seemed the stuff of fantasy. Tesla couldn't raise the money to further develop his idea but in 1904, German inventor,  Christian Hulsmeyer, created a device (he called it a telemobiloscope) that proved Tesla was correct. However, when he tried to interest the German navy in his invention, he was rejected. The German navy rejected a tweaked version a second time in 1916. Tesla tried a second time to interest the U.S. Navy while Guglielmo Marconi gave a talk reiterating how Hertz's discovery could be used to detect ships and submarines. It wasn't until the post World War I era, that two Americans finally were finally listening and understanding. Dr. Albert Hoyt Taylor and Leo Young would actually show that Tesla was absolutely correct - electromagnetic waves could be reflected and be used to identify objects! 

Radar and the Raft demonstrates how one specific discovery about the natural world, in this case electromagnetic waves could have far reaching implications for daily life. By understanding one aspect of the invisible world, scientists were able to apply their understanding to develop many new tools, the first being, radar. In 1942, this helped in the rescue of seventeen survivors on a wooden raft in the ocean. It led a year later to victory for the Allies in the Battle of the Atlantic, as the Nazis lost too many U-boats to make this form of warfare practical. Lantos shows his readers how one discovery let to the development of many things we take for granted today: microwaves, air traffic control radar, television broadcasting, remote controls, weather radar, cell phones and radar guns, MRI, keyless fobs, GPS, driverless cars and smart watches. 

Radar and the Raft is filled with many photographs relevant to the two stories including photographs of ships, newspaper articles, experimental apparatus, paintings and photographs of famous scientists and even a photograph of the raft as it was first seen from the HMS Vimy. Many of the chapters telling the story of the Bells feature artwork done in watercolor done on Fabriano 5 paper. There is a Cast of Characters at the front of the book and the back matter includes detailed Source Notes, A Selected Bibliography, Image Credits and an Index. 

Readers who enjoy science, survival stories and books about World War II will enjoy Radar and the Raft.

Book Details:

Radar and the Raft by Jeff Lantos
Watertown, MA: Charlesbridge      2024

186 pp.

Gold Rush: The Untold Story of the First Nation's woman who started the Klondike Gold Rush by Flora Delargy

The Yukon Territory is located in northwest Canada and is known for its beautiful wilderness, with glaciers and rugged mountains. The summers are short, the winters long and dark. Cutting through the Territory is the Yukon River, its name taken from the Gwich'in word 'Yu-ku-ah", which means great river. Gold can be found in its riverbed. When this was discovered, it started the Klondike Gold Rush.

The land that makes up the Yukon Territories is the ancestral home to fourteen First Nations which are organized into two clans: the Wolf and the Crow clans. A Wolf can only marry a member of the Crow clan and vice versa. The First Nation peoples lived a life hunting and gathering. They comprised eight language groups including Gwich'in, Han, Kaska, Upper Tanana, Northern Tutchone, Southern Tutchone, Tagish and Tlingit. 

In the summer of 1896, Shaaw Tlaa, a young woman from the First Nation Tagish and Tlingit peoples, was travelling with her husband. Her name meant "Older than Old".  Shaaw Tlaa, also called Kate, was married to George Carmack, a white American prospector. As a member of the Tagish Wolf clan, Kate knew and respected the land. She knew which plants could be eaten and which were used for their medicinal properties. Along with her brother Keish (Skookum Jim Mason) and her nephew Kaa Goox (Dawson Charlie), Kate and her husband were searching for gold. Some say Kate found gold, other stories are that Keish did. Whoever was the first, the claim was registered in George Carmack's name.

News of a gold strike at Bonanza Creek spread rapidly throughout the Yukon Territory. Soon prospectors flooded the area, working to extract good from the creek. In 1897, gold fever soon struck throughout the world, as some returned to places like San Francisco and Seattle, very rich. 

Discussion

Gold Rush offers a fascinating account of the Klondike Gold Rush from the perspective of the women who were involved. Although the story starts off with the discovery of gold possibly by an Indigenous woman, it is also a story of women entrepreneurs, miners, and business owners. Delargy profiles four amazing women in Gold Rush.

Martha Black ran a sawmill and quartz mill on the Yukon River. Belinda Mulrooney was an entrepreneur who opened a store and a restaurant in Dawson as well as a very grand hotel, called the Fairview. Nellie Cashman, was an experienced prospector well before the gold discovery at Bonanza. She set out on an expedition to the Klondike. To fund her mining claims, Nellie ran a series of boarding houses in Dawson. She had a mine that yielded one hundred thousand dollars in gold! A huge fortune at that time. There was Bessie Couture who owned two restaurants in Skagway, Alaska. Each of these women did not accept that claim that the gold trail was "No Place For Women". Instead, they proved they were more than equal to the task of life on the trail. Just how incredible the accomplishments of these women were, is demonstrated by the fact that "...Of the 100,000 stampeders who set out for the gold fields, around 70,000 either turned back or perished." 

Gold Rush also offers a portrait of life in the Far North during the Gold Rush. Delargy outlines the considerable supplies miners and stampeders required to survive on the trail. The various routes to the gold fields are shown on a map, including the White Pass Trail and the most famous, the Chilkoot Trail. The latter had been used as a trade route for hundreds of years by the Tlingit people. With it's fifteen hundred steps at a thirty-five degree incline, it was a major obstacle to be overcome by stampeders.

Delargy describes how miners extracted the gold nuggets from the river sediment and rocks, using the sluice box system. To reach gold found deeper, mine shafts were constructed. The Klondike Gold Rush lasted until 1899 when gold was found in Nome, Alaska. Gold Rush also explains the effects the gold rush had on the First Nations of the Yukon, the destruction of their ancestral fishing and hunting grounds, the loss of their culture, and the exposure to new diseases.

Although the title of this book is the "Untold Story of the First Nation's Woman Who Started the Klondike Gold Rush", in fact it is mostly about other women involved in the gold rush. Kate Carmack's life, despite the gold find, was not one of ease. Her marriage broke up, she lost custody of her daughter, Graphie, and returned to the Yukon to find her Tagish village gone. 

Gold Rush is an informative, engaging book on the Klondike Gold Rush, the story richly enhanced by the author's ink and watercolour illustrations.

Book Details:

Gold Rush: The Untold Story of the First Nation's Woman Who Started the Klondike Gold Rush by Flora Delargy

Beverly, MA:  Wide Eyed Publications      2024

75 pp.

Lost At Windy River. A True Story of Survival by Trina Rathgeber

Lost at Windy River is the reclaimed survival story of Ilse Schweder. Ilse was thirteen-years-old and living at Windy River, a northern trading post with her father Fred, her older brothers Charles and Freddy, her sister Mary, and her younger brothers Norman and Mike. Her father Fred had come to Canada from Germany and was a fur trader. Charles was a respected northern guide who was also a fur trapper and sled dog trainer. Freddy was also a skilled trapper and an expert dog-team driver. Mary was skilled in animal skinning and food preserving. Ilse was an accomplished outdoorswoman. 

Four years earlier, Ilse's mother had passed away and then two years ago Ilse and her two sisters had been taken to a residential school. It was after her older sister died at the school and selling their farm near Winnipeg,  that Ilse's father brought them north to live at the Windy River Trading Post. 

One winter the Schweder family began a trip around their trapline. It would take them three days to complete the eighty mile loop. Accompanying Freddy and Charles were the two younger boys Mike and Norman, and Ilse who was along to train the small dogs. Mary would stay behind with their father. 

They set out on a sunny, cold winter day passing "George", a pile of stones that resembled a human man. This was also called a caribou boundary, "...used to direct herds of caribou where hunters want them to go." Animals would pause to look at the stone man, allowing hunters the chance to aim and shoot. 

At the first stop, Freddy, Charles and the two younger boys went to check the first set of traps while Ilse rested and reminisced about the time they moved to the far north. Her brothers returned, telling Ilse a three-toed wolverine ate one of the foxes. Then they set off for the Sandy Hill Camp, one of eight stops along the trapline. After a night there, Ilse and her brothers prepared to continue on. However, Charles noticed the heavy clouds low on the horizon, the strong winds that indicated a storm was brewing. Because of this, Charles decides to continue on to the trapline camp at Kazan River while Ilse, Freddy and the two younger boys are to finish their tasks and then head home. Before leaving they make Charles extra dog food and mend parts of the shelter.

Although the younger boys begged Freddy to leave earlier for home, they don't start their journey until a few hours later. To make Ilse's sled lighter and easier for the smaller dogs to pull, Freddy placed all the supplies and Mike into his sled. He felt if they travelled quickly, they would make home before the storm hit. 

However, the storm came on fast and fierce, with whiteout conditions. Ilse's smaller, unexperienced dogs couldn't keep up with Freddy's sled. Her dogs pulled one way and then the other and she fell behind. To help keep Ilse in sight, Freddy attached a rope to the two sleds. It worked for a time but then broke once and then a second time. Soon Ilse was on her own. Freddy arrived back at Windy Post without Ilse, deeply distraught knowing that Ilse was out in the storm alone. Fred tells his son, they will go look for her in the morning. But for Ilse, soon without her dogs and any food, the struggle to survive on the barrens is just beginning. 

Discussion

Lost at Windy River is the story of author Trina Rathgeber's grandmother, Ilse Schweder who survived for nine days, lost in the barrens, in northern Canada. Ilse's Cree name was "iskwew pethasew" which means "Woman of the Thunderbird".  Ilse's remarkable survival story had been told by various authors, including Canadian author, Farley Mowat in his book, People of the Deer. In her Author's Note, Trina writes "It had always bothered Ilse that the writer Farley Mowat, who her father met on the train to Churchill, wrote an account of her story in the book People of the Deer and made mention of her family in others. He spent time camping outside their trading post too, always scribbling in his notebook. Today Ilse would be happy to know that her story has been reclaimed in a way that was true to her experience."  Her family also knew bits and pieces of this remarkable story: Trina first heard the story when she was about seven years old, with family members often stating that her story should be written down. Trina was able to interview her elderly grandmother, looking at past articles and photographs and even the blanket she used to protect her eyes while out on the snow. Ilse who was born in 1931, passed away in 2018 at the age of eighty-seven.

Although Rathgeber initially wrote her grandmother's story as a novel, she was convinced to use the graphic novel format as a way of engaging younger readers in this reclaimed Indigenous story. Lost at Windy River is that graphic novel, well written and delightfully crafted: the illustrations by Alina Pete and the coloring by Jullian Dolan are beautiful and appealing. Rathgeber presents her grandmother's as a story she reclaims by telling it to young students at a school. At the end of her telling, Ilse has some wise words for these students, explaining how every experience makes us who we are and how the north, "the land of the little sticks" is a piece of heaven 

Lost At Windy River highlights the inner strength, resourcefulness, determination and courage Ilse Schweder showed while lost on the barrens. She remained calm and used her wealth of Indigenous knowledge she had learned over the years to survive. For example, Ilse built a snow cave out of hard packed snow to keep her warm during the nights. She knew she had to keep her caribou clothing, which kept her warm, dry. However, when she fell through the ice, Ilse pressed the fur into the snow, which absorbed the water and dried it. She ate spruce sap that she found, which was a source of Vitamin C. When she began to realize she was suffering from snow blindness, she made makeshift snow goggles from a blanket.

Ilse was eventually saved when she wandered close to Ragnar Jonsson's camp. The Swedish born trapper had a reputation for being very honest and was well respected in the north. He came to Canada in 1923 and spent sixty years as a trapper. When he found Ilse, she was near death and suffering from frostbite. He immediately recognized the seriousness of her condition and did what he could to help her and get her back to her family. Ilse eventually reunited with Ragnar many years later. He passed away in 1988. 

Lost At Windy River will appeal to young readers between the ages of 9 to 12. While there is an Author's Note and a page devoted to small photographs of Ilse and a newspaper article, a more detailed biography section in the back matter would have added much context to Ilse's story. It is hoped that Author Trina Rathgeber will consider publishing a more detailed biography of her grandparents and great-grandparents, with a focus on life in Canada's Far North and the Indigenous peoples who live there. Lost At Windy River feels like just a taste of what could be a very interesting account of Indigenous life and culture. 

Book Details:

Lost At Windy River. A True Story of Survival by Trina Rathgeber

Toronto: Orca Book Publishers      2024

90 pp.

Swan: the Girl Who Grew by Sidura Ludwig

Swan offers a fictionalized account of the real historical person, Anna Swan who grew to be almost eight feet tall.

It is August, 1858. Anna Swan is twelve-years-old and the biggest girl in Colchester County, Nova Scotia. Anna lives with her parents, Alexander and Ann on a farm along with her sister Maggie, and her brothers John, George, and David. She's an astounding six feet ten inches tall. She has to duck under doorways and ceilings and barely fits into her bed or at the kitchen table. Anna dreams of being smaller than others and of being beautiful. She would love a pair of ladies boots but she's growing so fast that she has to wear the shoes her father has made her, even though her toes are now peeking out at the seams. And the pretty blue dress her mother made for her in the spring is already too small. 

Her mother's mother, Grandmother Graham, offers to take them in on her farm in Central New Annan.  Grandfather passed away in the spring and she is now alone on the farm. The prospect of a move frightens Anna. As expected, Anna finds that people in New Annan are also curious about her and drive by the farm to stare at her. This angers her grandmother.

Anna remembers when she was four years old how a man who came to see about a cow, advised her father "...to put her on exhibition..." to make money. At that time, Anna did not know what "exhibition" meant. Although her father sold the cow, he told the man his daughter was not for display. But worried about the coming winter, Anna was taken to Truro and show as "The Biggest Little Girl in Colchester County". Anna remembers being touched by strangers and later comforted by her mother.

One day after picking berries, Anna learns that a man has come from the city offering her father money to exhibit Anna at a museum of "oddities" in New York City. Her father flat out refuses. After church,  while Anna is playing with her younger brothers, she steps on the foot of a boy. That boy, Jack McGregor, ridicules Anna for her size and calls her an elephant. Mr. McGregor is just as rude as his son, commenting on Anna's height and suggesting to her father that he shouldn't hide her, but show her off. Later on Grandmother reveals that McGregor has been attempting to take over her farm. Anna realizes her family has come to the farm to help prevent this from happening.

In September, 1858, Anna walks to school with her siblings. Before they leave for this first day of school, her father notches each child's height on the barn. Anna is a remarkable six feet, eleven inches tall. At school, Jack is the tallest boy but Anna is taller than him. He calls Anna a "monster" under his breath. Their teacher, Miss Miller, is a young woman who is shorter than Anna's mother. She is friendly, greeting each student as they come into school. Miss Miller greets Anna and tells her she's been looking forward to having her as a student. Anna sits at the back of the classroom, but wishes she could be at the front, close to the teacher - but only if she were smaller. The first day at her new school is a struggle for Anna, especially dealing with Jack McGregor. But Miss Miller kindly arranges for Anna's father to raise her desk so she can sit properly. 

Meanwhile on the farm, the list of repairs grows and it is apparent that they need to take out a loan to survive. In November, Anna's mother gives birth to a baby girl named Eliza, a month early. As the family struggles to cope, Anna spies an ad in the serial magazine that Miss Miller has lent her about a growth supplement. She reasons if there is something to make people grow, perhaps there is something she can take that will stop her from growing. Anna's quest to find this takes her to the druggist at Gunn's General Store but he tells her that there is nothing to help her because tallness isn't an illness. However, Mr. McGregor overhears Anna and offers to help her earn the money to go to Boston to get the drug she needs by performing for him in Halifax. Anna decides to take McGregor up on his offer, not realizing what it might mean for her and her family.

Discussion

Swan is a fictional story about a real historical person known as Anna Swan who grew up in Nova Scotia. Author Sidura Ludwig encountered Anna's story while visiting the Anna Swan Museum in  Tatamagouche, Nova Scotia .In her Author's Note at the back, Ludwig writes that as a child she was tall for her age and understood how Anna must have felt. She "...decided to write Anna's story, imagining what life might be like for her when she was twelve years old." While some scenes in the novel really did happen (for example her father raising her desk at school), other events are fictional. Some historical details have also been altered, such as Anna's first exhibition, which was in Halifax and not Truro. Anna also toured many local fall fairs with her family. Anna who lived from 1846 to 1888, grew to be seven feet eleven inches tall and was known as the "Nova Scotia Giantess". Ludwig offers her readers a detailed biography of Anna Swan as well as a History of the Region. 

Swan covers the span of four months from August to December, 1858 and focuses on Anna's internal struggle as a young girl who is abnormally tall. Anna wishes she could be small and not be so noticeable. 

"I'm just a girl

who closes her eyes

and dreams of grown-up days

when she'll have grown

down"

Anna dreams of a home that she doesn't have to duck into, children who will grow taller than her and, 

"People who see me

for something

other than my size" 

Anna also dreams of making herself smaller with the help of a prescription drug:

I imagine pulling my bones into each other

pressing them down

like the way a house settles

over time

the wood shrinking into the ground

maybe just an inch

but I would take an inch

or give it, as the case maybe be

I sleep like this because for the first time

I believe

I can control my body

with just the right

prescription

I can finally be whomever 

I want

Throughout the novel Anna wishes she could be different, someone else. It isn't until she goes to Halifax and is on exhibition that she begins to accept who she is. It is a difficult journey as she is "examined" by a group of doctors who look but don't listen and then as she is treated like property by McGregor. When Anna realizes that McGregor is not going to share the money he makes from showing her, Anna begins to realize that she has some power to change this. And she acts. Her desire to help herself, her baby sister Eliza and her family, motivate her. This change in her perspective is also experienced by Jack,  after he sees his father's unkindness towards Anna and how he treats her like property. He feels shame and quietly supports Anna when she outmaneuvers his father and holds her own "exhibition". 

Ludwig portrays Anna as clever, intelligent, caring and gentle. Unfortunately at this time, medical science was not advanced enough to understand why Anna grew to be so large. In the novel, Ludwig imagines Anna worrying about how tall she will be and if she will ever stop growing. These kinds of worries would be only natural for both Anna and her family, because at that time there were no answers. 

Swan offers an interesting fictional account of Anna Swan, a little known historical figure in Canada's past. This novel will appeal to readers who enjoy novels in verse but they may struggle to get past the unattractive cover, to find the gem of a story.

Book Details:

Swan: The Girl Who Grew by Sidura Ludwig

Halifax: Nimbus Publishing Ltd.    2024

298 pp.

Stealing Little Moon: The Legacy of the American Indian Boarding Schools by Dan Sasuweh Jones

In Stealing Little Moon, author Dan Sasuweh Jones explores the legacy of the American Indian Boarding Schools within .

Chapter One Kill the Indian In Him explores how the Indian residential boarding school school system came about. Jones traces the origin of the boarding schools to the early mission schools set up by the Spanish in the 1600's. This was followed by the establishment of Harvard University by the British and then the addition of the Indian College to bring Christianity to the surrounding Native people." The idea was to expose Indian students to English ways and have them bring this knowledge back to their tribes.

The end of the Civil War and the migration west of "settlers", led to war between the U.S. government and the Indians living on the land. The U.S. government took away the ancestral lands of the Indians and forcibly removed them. But the idea to educate Indian children to white ways, making it easier to assimilate the next generation, came from the work of U.S. Army Captain, Richard Henry Pratt. His successful forced assimilation program on captured Indian warriors, led him to design one for Indian children.

Pratt's first off-registration school was Carlisle Indian Industrial School, which took in only young children and opened in 1879. It was located on an old military base near Carlisle, Pennsylvania. Pratt's motto came to be "Kill the Indian in him, and save the man." The goal was to mold Indian children so that they "could become part of white society", leaving behind their own cultural traditions, thus solving what the U.S. government had termed "the Indian problem." 

The first group of children were taken from the Rosebud and Pine Ridge reservations in South Dakota, travelling fifteen hundred miles to Carlisle, arriving on October 6, 1879. The children were "ripped from their families" and entered a strange world that was run like a military institution. "Carlisle required the Indian students to cut their long braids, to take 'American' names, to dress in drab U.S. military uniforms to speak only English, and to march wherever they went around campus...."

Before and after photographs show the changes in the young Indians' appearances. These pictures along with those of "classroom experiences, concerts, sports, and happy interactions with the staff." were used to promote Pratt's project. Chemawa Indian School opened in 1880, taking in children from the Puyallup Indians from Puget Sound in Washington. The number of schools soon mushroomed, with boarding schools in New Mexico, Nebraska, Arizona, California and Kansas. The children were forcibly taken and if families refused, the government withheld rations, clothing and even jailed fathers. Some tried to hide their children but few escaped.

In Chapter Two Little Moon There Are No Stars Tonight, the author tells the story of his grandmother, Little Moon There Are No Stars Tonight and how she came to the Indian boarding school, Chilocco, which played a large part in his own family history. The school that educated the author's family members was built on the banks of the Chilocco Creek, "in the middle of empty, tall grass prairie." One hundred children from the Arapaho, Cheyenne, Comanche, and Kowa tribes arrived in 1884. Author Dan Sasuweh Jones' grandmother's family, the Little Cooks, were members of the Ponca tribe. His grandmother's name in Ponca was Little Moon There Are No Stars Tonight but she came to be known as Elizabeth Little Cook. Little Moon's father (the author's great-grandfather) was Sam Little Cook. He was Head Chief of their clan, called the Rain Clan. Her mother was Esther Broken Jaw Little Cook. There were six children in the family ranging in age from four to eighteen. They included daughters Creth, Annie, Fannie, and Elizabeth (Little Moon), and sons David and Henry.

Life before the boarding school for Little Moon was simple and slow. Her family had built a farm and they lived by "...eating foods that were either home grown or harvested."  They had cattle, chickens and pigs. There was no electricity or plumbing. The family was close-knit, practicing their Ponca customs and values. This all changed in 1885, when Little Moon was forcibly taken from her Ponca family by the Indian agent. She was four years old. Sam Little Cook, noticing that there were intruders near his home, ordered his wife Esther to hide their children. However, the Indian Agent was determined that four-year-old Elizabeth was to attend the boarding school. The women accompanying the Indian Agent saw where little Elizabeth had been hidden, took her, and forcibly placed the screaming little girl into the wagon. 

For Elizabeth the trauma was just beginning. She along with the other children in the wagon were taken to the community of White Eagle. White Eagle was set up like a Ponca summer/winter encampment but instead of a semicircle of buffalo-hide teepees, there were wooden homes. The community also had a sawmill, a trading post, and in the middle a three-storey school. Initially this school had been for Ponca orphans, but now children like Elizabeth, who had families, were forced to attend.

Once in the school, Elizabeth underwent a physical transformation to start the process of losing her Ponca identity: her braids were cut, her clothes changed and she was stripped of any personal possession like a small medicine bag. At White Eagle, at least her family could still visit her. But then one day, Elizabeth, along with all the other students were packed off far way to Chilocco. It was 1886, and the school had already been open for two years. Elizabeth Little Cook, formerly Little Moon was the first of four generations of her family to be connected intimately to the Quaker boarding school, either as a student or an employee. Chilocco would forever change Little Moon and her family in ways they did not anticipate and which were to affect the generations to come.

Discussion

Stealing Little Moon is a long overdue book, written for younger readers, about the Indian boarding school era in the United States.  Stealing Little Moon covers four generations of author Dan Sasuweh Jones' American Indian family during what is now referred to as the boarding school era, from 1884 to 1980. During the boarding school era, U.S. government agents forcibly seized young Indian children and transported them, far from their families, to boarding schools. The purpose of his book is to "...tell their stories and those of my own family members." It also "...explores what it was like to be an American Indian child during the boarding school years...as well as the depth and richness of our heritage." 

As he traces his family history through the boarding school era, Jones also provides many details about the schools themselves, the relationship between the American Indians and the U.S. Government, the significant contributions of American Indians to American culture and society, and the struggle for equality, justice, reparation and healing.

He begins by offering readers with background information on the boarding schools. "The network of government schools was designed to wipe out American Indian culture and replace it with white ways...Forced to leave their families to attend the schools, children had to disown their language and rituals and they were brainwashed into adopting white ways. Whether or not they obeyed the rules, the children were abused emotionally and physically by the administrators and teachers. After they returned home and married, many passed on this abuse to the next generation." In effect, the function of these schools was "cultural genocide": stripping "Indian children of their heritage and cultural practices."

Jones outlines the origin of the Indian boarding schools from the Spanish mission schools in the early 1600's to the establishment of the Indian College at Harvard, to bring Christianity to the native peoples of the Americas. In the post-Civil War era, Indians were stripped of their ancestral lands and forcibly removed for European "settlers". The idea to educate Indian children to white ways, making it easier to assimilate the next generation, came from the work of U.S. Army Captain, Richard Henry Pratt. His successful forced assimilation program on captured Indian warriors, led him to design one for Indian children. Pratt's first off-reservation school was Carlisle Indian Industrial School which took in only young children and opened in 1879. His motto was "Kill the Indian in him, and save the man." 

Dan Sasuweh Jones' family story is intimately connected to that of the Chilocco Indian Agricultural School, built in Indian Territory which eventually became north-central Oklahoma. The purpose of this school and other boarding schools was that of forcing "young Indian children to abandon their heritage." His grandmother Elizabeth (Little Moon), his mother Velma Pensoneau (Full Moon)  and her siblings, Edward, Otilia, Francis and Daniel all attended. Jones' sisters Donna and Esther,  his brother Mike  and his first cousin Charmain as well as many other relatives experienced Chilocco. Although the author did not attend Chilocco, he worked there for many years. Jones shows how with each generation, the boarding schools improved and the experience was less traumatic, but the goal of achieving cultural assimilation was still successful despite many reforms. 

Many parts of Stealing Little Moon are difficult to read. The passage in Chapter Two Little Moon There Are No Stars Tonight describing the forced abduction of four-year-old Little Moon is truly heartbreaking. Jones highlights just how powerless American Indian parents were to protect their children from the Indian agents and how determined the government was to take them, even to the point of starving families and jailing fathers. In Chapter 6 Hateful Things, the acts of unkindness, the punishment and abuse of Indian children for cultural slips, bad manners, disobedience, imprudence and bed wetting are shocking. Jones describes the use of handcuffs, lockup rooms, whips, straps, and even the threat of being sent to the Hiawatha Insane Asylum for Indians. Many survivor stories are recounted. These "...punishments passed from generation to generation. Children who had learned abusive ways at boarding school used them on their own children." In this way, the trauma of the boarding schools passed from one generation to the next.

One very informative and interesting aspect of Stealing Little Moon is the author's in-depth explanation of some Ponca cultural practices and how the loss of them had a profound affect on the Ponca children. When Indian children arrived at a boarding school their hair, which was often braided, was cut. Jones' explains, "The act of braiding our hair is filled with prayer. With each braid we are communicating with Wa KoN Da (God) and asking for mercy, healing, safety, clarity, and forgiveness for our infractions..." Later on he explains, "Through time, many have believed that hair is cut only under high-stress conditions, for instance when a loved one dies. It is a symbol of mourning. Long hair that is cut then disconnects a person from the community for one year, while it grows back. White school administrators may have thought that they were only changing the children's fashion. But for Elizabeth and the children with her, having their hair cut represented death." 

Another practice in the boarding schools was the forbidding of Indian children from speaking in their mother tongue. Jones writes, "For every people on Earth, language is our identity and our connection to the world...Your own language carried ancient meanings and connections to Earth and all life..." Like many societies, the Ponca had an oral tradition that was a significant part of their culture. "Lost with language would also be their stories. Some stories hold the key to passing down our tribal values and ethics. They tell Ponca children who they are, what we expect from life, and how we interact with one another. They tell us the history of our people and what we believe in...But the greatest connection to our language and our selfhood is knowledge of our mythology...These stories contain many pearls of wisdom, all told in continuing narratives that are funny, tragic, mystifying, dangerous, and beautiful, oh so beautiful." Ironically, it would be an American Indian language that would help the Americans during World War II, the very language they were trying to destroy.

Besides outlining the many abuses that occurred in the American Indian boarding schools, Jones also focuses on the efforts from the 1950's onward to reclaim pride in American Indian identity and to reclaim Indian cultural practices like the Sun Dance which was one outlawed.  Paralleling the Black civil rights movement, the American Indian movement advocated for better education, housing and healthcare, the restoration of stolen Indian land and the repeal of unfair policies and treaties. 

Dan Sasuweh Jones' writing is passionate, rich in facts and details. Although he never attended an American Indian boarding school, the boarding school story is his and his family's: its intergenerational impact extending down from his grandmother and mother and her siblings to his own generation. As with many American Indian families, the struggle to reclaim their cultural heritage and identity has been challenging and ongoing. 

Jones includes many black and white photographs and also many sidebars which offer addition information on important people and events. Features include the Ponca Trail of Tears, Ponca values, the Returned, Runaways, Code Talkers, Red Power is Born, Wounded Knee Massacre 1890 and many more.  Especially poignant are the before and after photographs of various American Indian children. The before photographs show young children, proud and dignified in their traditional clothing with long hair in sharp contrast to the after photographs where an air of sadness permeates their bearing, hair shorn and wearing a uniform.  The Ponca Trail of Tear

Stealing Little Moon is both heartbreaking and hopeful: it is a difficult read. What was done to American Indian children and their families is truly difficult to comprehend but Stealing Little Moon is part of truth telling that will hopefully lead to healing and reconciliation.

Book Details:

Stealing Little Moon: The Legacy of the American Indian Boarding Schools by Dan Sasuweh Jones
New York: Scholastic Focus      2024
284 pp.

Uprooted by Ruth Chan

Uprooted is a memoir about going back to your family's country of origin. 

It is the summer of 1993 and Ruth Chan is spending one last day with her best friends at Canada's Wonderland. In two days, she will be leaving Canada behind and moving with her parents to Hong Kong. Ruth and her friends promise to write each other. Almost all of Ruth's mother's family live in Hong Kong. Ruth visited the city when she was five years old and doesn't have pleasant memories. 

After spending the next day packing up her room, they drop her older brother, Goh  off at his boarding school. With only one year left, it makes sense for him to stay in Canada. On their last night at home, Ruth and her dad have their last "talk-to-talk" in Canada. He wants to tell her about how he came to be born in a barn. It is a story her father's older sister has told many times before. Her father stops his telling despite Ruth wanting him to continue. He tells her that when they continue the story, they will be in Hong Kong. He reminds Ruth that "The unknown is simply a part of life."

After a fifteen hour flight, Ruth and her parents arrive in Hong Kong. Ruth notices everyone looks like her, speaks Cantonese and that it is crowded with long lines for everything. Their new home is an apartment on the fifteenth floor of a high rise. After several days of unpacking and organizing her new bedroom, on day seven, Ruth and her parents go to visit her mother's family. Ruth is overwhelmed at the family gathering. The understands Cantonese but isn't fluent in it. And some of the Chinese customs and values she doesn't know. Ruth feels like she doesn't fit in and hides in the kitchen with the cat.

Ruth's father leaves for his work in China and Ruth starts classes at the German Swiss International School. On her first day she makes a new friend, Bonnie who is from Hong Kong but has been living in Australia for the past three years. But as the days go by, Ruth finds adapting to a different culture and settling into life in Hong Kong is far more challenging than she anticipated.

Discussion

Uprooted is based on Ruth Chan's own experience when her family returned to Hong Kong. She was thirteen years old and had lived in Toronto.  The move meant leaving behind everything familiar and stepping into the unknown. 

Ruth Chan's parents came to Canada to attend university and then stayed. They returned to Hong Kong when she was thirteen-years-old. She attended Wellesley College in Wellesley, Massachusetts after graduating from high school in Beijing, China. There she studied a double major in developmental psychology and studio art. Chan also completed the Arts in Education program at the Harvard Education School. This led her into a temporary career, teaching art to school children in Boston's Chinatown and also in Washington, D.C. Eventually she came to realize teaching was not really the career she wanted and she gradually moved into studio art, illustrating children's books. This led to Chan creating her first graphic novel, Uprooted.  

Uprooted is not just about Ruth's own experience in moving back to Hong Kong but also tells a story within her personal story, that of her father and his family fleeing during the Second Sino-Japanese War. This story has been repeatedly told by grandparents and aunts and Ruth knows it well.  The two stories carry the common theme, that of being uprooted from everything familiar and having to meet new challenges in a new place. Ruth Chan like her grandmother, had been uprooted from everything familiar. Chan weaves these two stories together by having Ruth's father tell her about his family during their sporadic "talk-to-talk" sessions at bedtime, as they leave Toronto and are beginning life in Hong Kong. 

When her father first begins his retelling on their last night in Toronto, Ruth tells him "I know the story, but it feels different when you're telling it this time. Like it's more real or something." In fact it does seem more real to Ruth because she's living leaving her home and going somewhere very different, just as her grandparents did when they left their village and fled into the mountains. 

When Ruth's father's family arrives in the village of Pong Fa, they struggle to find a place to stay. As they find refuge in a barn with a full pigsty, Ruth's grandparents tell their children to be patient, that  "...soon they will find where they belong." Previously, Ruth's grandparents and their family would have found this very uncomfortable, but they were able to find the good in their situation, enjoying the pigs. It is a message for Ruth that she too will find her place and that there are good things in Hong Kong.

In another "Talk-to-Talk", Ruth's father describes how after he was born two months premature, he struggled to live. With not enough food, Ruth's grandmother couldn't nurse him and she was told to let her son die. But her grandmother refused, courageously persevering in feeding him. That baby grew up to be Ruth's father and he now tells Ruth it was his mother courage, perseverance and patience that saved him. These are qualities he recognizes in Ruth.

When Ruth's grandfather chased off bandits determined to steal from his family, Ruth's father tells her he did this despite being very ill. Ruth feels  this was "gutsy", a trait her father tells her she also has. Her father's story of his family's struggle in a new place helps Ruth understand that she's not the first one to experience the feeling of struggling to belong and that it takes courage, perseverance and patience to gradually feel welcome in a new place.

In telling these two stories, Ruth was able "to honor the incredible strength that my Mah Mah, my aunt, and my parents possessed in overcoming all the things that came their way..." and to recognize how her own challenges made her grow into the person she is today. 

In Hong Kong, Ruth encounters unexpected bias in her new home: "...all of a sudden, in Hong Kong, I wasn't 'Chinese' enough because I didn't speak Cantonese well and dressed differently..." She feels "...lonely in a new place, like no one understood me or seemed to care about how I was doing." Ruth feels that both her parents are distracted and unaware of her struggles: her father is working China most of the time, and her mother seems absorbed with reconnecting with her family and friends. However, when Ruth does finally tell her parents that she feels lost, they point out to her all the ways she has changed and grown. Ruth herself comes to realize that she's learning new skills, like becoming more fluent in Cantonese, making new friends such as Bonnie, and more independent as she learns to find her way around Hong Kong.  In fact, she's doing so well that when her older brother, Goh visits for Christmas, she is able to take him around the city just like a local.

Uprooted is a engaging, realistic story about what it's like to move to a new place to live and that it can take courage, perseverance and patience to find where you belong.

Book Details:

Uprooted. A memoir about what happens when your family moves back. by Ruth Chan
New York: Roaring Brook Press 

285 pp.

Up, Up, Ever Up! by Anita Yasuda

Up, Up, Ever Up! is the story of Junko Takei, a Japanese woman determined to be a mountain climber.

Junko grew up under the sakura trees on her mountain, dreaming of climbing. At the age of ten, Junko along with her friends, climbed Mount Chausu. On their climb they encountered hot springs, strong smells, and boulders. 

When she eventually left Miharu for the city of Tokyo, Junko continued to long for the mountains. She was able to join a mountaineering club that accepted women. Each weekend Junko laced on her boots and joined other climbers heading up mountains. In her adventures, Junko met someone who also loved climbing. They married and had a family.

As her family grew, Junko , along with other women climbers planned an expedition to Mount Everest. At this time, no woman had succeeded in climbing the world's highest mountain. 

Discussion

Junko Ishibashi was born September 22, 1939 in Miharu, a town located in Fukushima Prefecture, Japan. She was the third youngest of seven daughters. When she was ten years old, Junko developed a love of climbing on a school trip to Mount Nasu (also known as Mount Chausu) in Tochigi Prefecture. Junko loved the mountain landscapes she encountered on the climbs. However, climbing was an expensive sport and one that was male dominated so Junko did not undertake many climbs while a high school student.

She studied at Showa Women's University from 1958 to 1962, earning a degree in American and English Literature. After graduating Junko joined several climbing groups which were for men only. Although some members were not welcoming, Junko was able to climb all the major mountains in Japan including Mount Fiji. 

In 1966 Junko married Masanobu Tabei who she had met during a climb on Mount Tanigawa. She was twenty-seven years old. Junko and Masanobu eventually had two children. In 1969, Junko founded a women's climbing club, Joshi-Tohan Club. She formed the club mainly as a result of how she was treated by men in the climbing clubs. The first expedition the Joshi-Tohan Club undertook was to successfully climb Annapurna III in May of 1970. They were the first women and Japanese to summit the mountain. 

In 1971, the Joshi-Tohan Club applied for a permit to climb Mount Everest but it wasn't until 1975 that the club received a place in the formal climbing schedule. The Mount Everest team of fifteen members was led by Eiko Hisano and used the same route that Edmund Hillary and Tenzing Norgay took in 1953. Two of the women were mothers, while many others had professional jobs. They encountered opposition as they raised funds for the trip. They were able to begin their climb in 1975, after years and months of fund-raising and training. On May 4, while camping at 20,000 ft, an avalanche struck, burying Tabei and four fellow climbers. They were dug out by the Sherpas accompanying the expedition. Tabei was injured in this accident but recovered and was able to resume the climb.

Tabei was chosen by Hisano to make the final ascent to the peak, after altitude sickness left the team with only enough oxygen tanks for one woman to make the climb. Tabei along with her sherpa guide Ang Shering, reached the summit of Mount Everest on May 16, 1975. She was the first woman to summit Everest, and only the thirty-sixth person to do so. 

By 1992, Junko Tabei became the first woman to complete the Seven Summits, climbing Kilimanjaro in 1980, Aconcagua in 1987, Denali in 1988, Elbrus in 1989, Mount Vinson in 1991, and Puncak Jaya in 1992. Throughout the 1990's and into the early 2000's, Tabei continued to take part in many all women's mountaineering expeditions. 

In later years, Junko Tabei advocated for  the conservation of mountain ecosystems like that of Mount Everest. She completed post-doctorate studies at Kyushu University with special focus on the mounting human waste being left on Everest and other mountains by climbers. Diagnosed in 2012 with cancer of the peritoneum, Junko Tabei passed away in 2016.

Up, Up, Ever Up! offers younger readers an engaging introduction to the remarkable life and accomplishments of  mountaineer, author, teacher, conservationist and mother, Junko Tabei. Yasuda captures the determination and quiet perseverance of Tabei as she turned her childhood love of the mountains into a lifelong passion. She was able to overcome the resistance of those who told her women did not belong in mountaineering, forging a path, step by step, for those women who would come after. Tabei, who was a modest person and uncomfortable with the fame her accomplishments brought, was able to use her notoriety to help the people of Nepal and to advocate for more responsible mountaineering practices and tourism. Tabei was also one of few women who attended university, at a time when women were discouraged from seeking a higher education. Tabei's motto was "Do not give up. Keep on your quest!"

Portraying Junko Tabei's journey upwards are the lovely illustrations done by Japanese illustrator, Yuko Shimizu. The illustrations for Up, Up, Ever Up! were rendered using "a Japanese calligraphy brush that was specifically made for Buddhist sutra and black India ink to make drawings on watercolor paper." These were then coloured digitally using Adobe Photoshop. Like Junko Tabei, Shimizu's mother also attended Showa Women's University.

Up, Up, Ever Up! is a must-read for young girls as an encouragement to follow their dreams, even when they seem especially impossible! Yasuda has included an Author's Note, a Timeline, a Glossary, and a detailed Bibliography for further reading.

Book Details:

Up, Up, Ever Up! by Anita Yasuda

New York: Clarion Books    2024

Sea Without A Shore by Barbara Rosenstock

Sea Without A Shore explores the unique world of the Sargasso Sea, the only sea without a shore.  It is located hundreds of miles into the Atlantic Ocean and is saltier and warmer than the surrounding ocean.

It seems like an ocean desert except there are rafts of Sargassum, which is not a plant but an algae. It grows stipes and blades and has gas-filled globes which keep the weed on the ocean surface.

The Sargassum grows from a small branch that has broken away and as it does so, tiny creatures come to live on it: "...bryozoans, feathery hydroids and spiraled tube worms" that feed on the microscopic life. There are "rubbery snails, waving anemones and spongy nudibranchs" that stalk and eat. 

The floating Sargassum offers " a place for wandering creatures to explore: pinching crabs, skittering shrimp, buggy amphipods." They scavenge, eating dead and living plants and animals, cleaning up the weeds."  This allows young creatures like "pointy swordfish, stocky jacks, and blunt-nosed mahi mahi to grow as they eat tiny bits of food that falls off the weed."  

The Sargassum also contains strange creatures like "...toothless pipefish, riffling flatworm, and crawling frogfish."  The pipefish sucks up amphipods, while the frogfish lure's it's prey, which it swallows whole.

There is life both above and below but the Sargassum is a home to a diverse community.

Discussion

Sea Without A Shore tells the story of how a new Sargassum seaweed fragment develops a growing community. Author Barbara Rosenstock was motivated to research the Sargasso Sea after encountering tangled seaweed on a beach in the Dominican Republic.

The Sargasso Sea encompasses an area that is two thousand miles long and seven hundred miles wide. It takes it's name from the Sargassum seaweed that is free floating and that reproduces "vegetatively" - that is without seeds or spores. The Sargasso Sea has no land borders. Instead its borders are four ocean currents: to the west the Gulf Stream, to the north the North Atlantic current, to the east the Canary Current, and to the south the North Atlantic Equatorial current. 

In her Research Note, Rosenstock writes that she and illustrator, Katherine Roy met with oceanographers, Dr. Kerry Whittaker assistant professor at Corning School of Oceanography, Maine Marine Academy and Dr. Robbie Smith, curator, Bermuda Natural History Museum,  in Bermuda to research the Sargassum. Bermuda is the only landmass within the Sargasso Sea. The oceanographers took them to the Bermuda Aquarium, Museum and Zoo to view the ocean life exhibits. They also examined fresh Sargassum to see the various sea creatures that live in the weed.

Based on her research, Rosenstock realized that she could not feature all the life in the Sargasso Sea into one picture book. Instead, she presents a simplified story of this open ocean ecosystem, highlighting both its diversity and how life within the Sargassum is interconnected. Rosenstock employs short descriptive phrases to describe the various sea creatures and these descriptions are accompanied by the beautiful illustrations by Katherine Roy. 

Rosenstock has included an map of the Sargasso Sea framed by the sea life mentioned in the book. Readers can return to the illustrations to locate these creatures as they are mentioned in the picture book. There is also a short Afterword by Dr. Sylvia Earle, a former chief scientist of NOAA, and currently president and chairman of Mission Blue, an Explorer-in-Residence at the National Geographic Society. There are full colour photographs of a cluster of Sargassum and of the Sargassum frogfish, a Research Note by the author, a note on Too Much Sargassum?, and a list of Sources.

The Sargasso Sea is believed to have existed for at least ten thousand years and its continued may depend on future generations knowing and understanding this unique ocean ecosystem.

Book Details:

Sea Without A Shore, Life in the Sargasso by Barbara Rosenstock

New York: Norton Young Readers     2024

Eyes On The Ice by Anna Rosner

Ten-year-old Lukas Burian, his twelve-year-old brother Denys, and six-year-old brother Alexander and their parents, Nadia and Josef live in a three room apartment at the top of a four storey building in Prague, Czechoslvakia. Lukas and his brothers sleep in the livingroom while his parents use the only bedroom. Lukas's father is a journalist who writes articles, all approved by the state, while his mother, who is expecting a baby soon, works in a nursery teaching music and art. Their Uncle Pavel also lives in Prague, sharing a four bedroom apartment with distant cousins. He was an mechanical engineer prior to the communist takeover and now drives a passenger train.

Lukas's best friend is Andrej Svoboda who lives with his parents, Rudy and Marta . Both Rudy and Josef write for the state approved newspaper but both are strongly anti-Communist. Lukas's father gets the banned American newspaper from a street vendor. He hides the paper and an English dictionary under the bathroom sink. 

Lukas, Denys, Andrej and Alex all love hockey. Lukas's favourite player is Czech-born Stan Mikita, while Denys and Andrej like Gordie Howe. They love reading out- of-date copies of Hockey News. After dinner, Lukas and his brothers go to the outdoor rink to skate and practice their hockey skills. Andrey plays real hockey, getting up early for morning practice, before school. As a result, he doesn't come to the arena in the evenings. One night Uncle Pavel brings over hockey sticks and their mother gives them a hockey puck. At the outdoor rink, Pavel tells their father, they are natural athletes. 

Once a week, Lukas and Denys have to attend a Young Pioneers meeting which indoctrinates them in Soviet propaganda. They have to attend every meeting otherwise this will be noticed. During the meetings, they chant slogans that Lukas recognizes as false.

One night Lukas is woken up when his younger brother, Alex is trying to hide a toy car. Lukas learns from Alex that their father has a secret hiding spot in the closet, behind a board in the floor. Lukas decides not to check the closet because he doesn't want to know what his father might be hiding. 

Then one night while Lukas and Denys are practicing on the outdoor rink, they are approached by a stranger named Novak, who invites them to train at a nearby indoor arena. They would be coached by a former player of the Czech national team. The two boys agree and on Saturday they meet Coach Peter who drills them on various skills.

At school one day, Lukas is told to stay afterwards as Mr. Hajek wants to talk to him. As he's heading out of class, Andrej warns him not to tell Hajek anything. Lukas doesn't understand. While his classmate Ivan is in the room, Lukas overhears their conversation and learns that Hajek is interrogating him. When it's his turn, Lukas finds himself questioned as to whether his "father likes to write things and hide them away?". He reveals nothing to Hajek who tells him their conversation is secret and not to tell his parents. Later that night, Lukas questions Denys about being questioned and what their father might be hiding. 

Unable to get anything from the children, both Lukas and Andrej's families are targeted by the oko, or state secret police, who are determined to stop their fathers. As the situation evolves into one of life and death, Lukas's family must make the decision to risk everything for the chance at freedom.

Discussion

In Eyes On The Ice, Anna Rosner has crafted a realistic story that captures life in communist Czechoslovakia in the 1960's.

Czechoslovakia became a state in 1918 after declaring independence from Austria-Hungary. During World War II the country lost various portions to Nazi Germany, Hungary and Poland. After World War II, the state of Czechoslovakia was reformed. In 1948, a Soviet-backed coup established communist control of Czechoslovakia, that would last until 1989. Communism had begun to gain ground in the country after 1920, as the communists had a record of working with non-communists and opposing Nazi rule and being seen as one of the country's liberators, along with the Soviet Union, in World War II. Communism did not fulfill the expectations of citizens of Czechoslovakia: life was exceedingly repressive. 

People were not allowed to own properties or businesses: the latter were all confiscated and nationalized. Communists feared the intellectual elite because they could criticize and debate communist policies and ideology: they were not allowed to work in their field of expertise, arrested, imprisoned and purged. Opponents of the communist regime were imprisoned. Priests and monks were sent to labour camps where they were tortured and murdered, their churches and monasteries closed. Censorship was enforced. Rosner portrays much of this in her novel. 

For example, Lukas's Uncle Pavel, once owned his apartment prior to the Communist takeover but now lives in a crowded one. Once "...a mechanical engineer, designing motors for vehicles" he now drives a passenger train. Food is scarce: "Fruit is rationed and buying more than one kilogram is forbidden." To obtain four small oranges, Lukas's mother has to barter pens and paper. There are long lines for fruit and vegetables and Lukas and his brothers often stand in those lines for their elderly neighbours who are not able to do so. Lukas mentions in his narrative that "Most everything we own seems to be missing a part, mended or broken."

Children are indoctrinated and often enticed and brainwashed into working against their own parents. The Young Pioneers group indoctrinates students in Soviet propaganda, something Lukas and his brother Denys are keenly aware of. Slogans like "Everyone is fed and cared for by the state." are known to be lies because Lukas has seen the overwhelming poverty when he travelled to Poland with his father. 

Children are also weaponized by the communist state, to betray the very people who really love and care for them. When Lukas is interrogated by Mr. Hajek at school, he is told "Perhaps you can let me know if you see anything unusual in the houses. It's very important to keep your family safe...And let's not discuss this meeting with your parents." Later on, after Andrej's father is arrested, he is allowed to continue playing hockey only if he provides information on Lukas's father, Josef. When he doesn't follow through on this, he is removed from the team. This shows the overarching reach the Communist party has on almost every aspect of daily life.  

Both Lukas and Andrej's fathers work against the Communist regime: Andrej's father, Rudy writes the pamphlets and Lukas's father Josef, prints them. Anyone involved in such activities is brutally punished as both the Svoboda and Burian families are to learn. Andrej's father has been imprisoned at least once previously and the state agents continue to harass him and his family, frequently searching their apartment. He disappears soon after. Then the StB imprison Luka's father after searching their apartment. 

In an attempt to further manipulate and control the families of dissidents, the oko or state spies often involve them in questionable activities. Lukas, Denys and Andrej are approached by an oko and told if they want to help their fathers, they are to throw a game in an upcoming Soviet hockey tournament. While Andrey outright refuses, Lukas readily agrees. Andrej states, "If we do what he's asking, we'll become liars just like him." He explains that his father would die rather than aid the Communists and he won't help them either. For Lukas and Denys, they must question where their loyalty lies: to the state or to their father? Lukas knows he would do anything to save his father. Although Lukas plays terribly, despite trying his best and they lose the tournament game to the much larger Russian boys, Lukas's father returns home one week later.

Before the Burian family can't even talk about what has happened, Josef searches their apartment thoroughly for listening devices, even taking apart the telephone. He reveals that he has been released for two weeks but must return to prison. Nadia wants to run but Josef tells her if they do, Rudy will be killed. It's only when they learn that Rudy has died in prison that they plan to escape. Their dramatic escape by train is based on a real event that took place in 1951, when a four car train was driven through a barrier, into West Germany. In her Author's Note at the back, Posner reveals that the train's emergency brake was disabled by the engineer, Jaroslav Konvalinka, who was also helped by three other men. 

Eyes On The Ice explores the themes of resistance, loyalty, and freedom. Josef and Rudy are actively working to resist the evil of Communism, even though it might mean imprisonment, torture, and ultimately cost them their lives. The novel shows the difficult choices citizens in Communist countries had to make: to resist what was a great evil or to comply to save self, family and friends. For Lukas, the question of whether to throw the hockey game is one of loyalty to his father and that means agreeing to play poorly. But to Andrej, loyalty to his father means to not acquiesce to the demands of the oko, even if it means the death of his beloved father. 

The author has included a Historical Note that offers some information on Communism in the Soviet Bloc, a map of Europe in 1963, and Discussion Questions. Author Anna Rosner drew on several sources to write her story including the personal anecdotes of someone who lived in Communist Prague, as well as those who lived in Soviet Russia. Eyes On The Ice is a timely novel that offers young readers the opportunity to learn about life under Communism. It's unfortunate that a more engaging book cover was not designed for this well written novel.

Book Details:

Eyes On The Ice by Anna Posner
Toronto: Groundwood Books   2024
193 pp.

Wings To Soar by Tina Athaide

Ten-year-old Viva is with her older sister Anna and her Mummy in a refugee camp in England. Viva is Goan and she speaks English, Portuguese, Swahili and Konkani. Her father is still back in Uganda, at their house in the seven hills in Kampala. He is expected to arrive in England in five days. She's left behind many friends and watched as her best friend, Ella fled their country to Canada. The camp is RAF Greenham, an old military base that is being used by the Americans and the Royal Air Force. 

The camp has a common hall for the Indians to play table tennis and cards, listen to records or the news. There is a library run by Mrs. Robinson and her daughter, Miss Robinson. It is in the library where Viva goes to look for a dictionary that she meets the twins, Mark and Maggie Mackay whose mother is a volunteer at the camp. Viva also meets an American soldier named Leroy who notices her singing songs by the Supremes. He calls her Lil' Diana Ross and encourages Viva to be like her idol.

Viva's father is supposed to arrive at Stanstead Airport in the evening. To welcome him, Miss Robinson, Mark and Maggie make a welcome sign. However, he isn't on the plane and Viva and her family are devastated. She and her sister wonder if he's safe, or has been arrested or even dead. For two weeks planes from Uganda continue to arrive but Viva's father is not on them. Viva sneaks to the American side every night to wait at the gate, shivering in the cold and the rain. Anna tells on Viva but she still manages to sneak out again. Unfortunately, Viva becomes seriously ill with bronchitis and mild hypothermia and spends days asleep, recuperating.

When she recovers, Viva learns that her father checked into Entebbe Airport but never boarded his plane. Anna also reveals that they have to leave the RAF camp. Viva and her family learn from Mrs. Robinson that they will be settled in Southall, a borough in the west part of London. It is sixty miles from the RAF camp in Greenham Common and Viva wonders how her father will find them.

Meanwhile Viva continues to look up new words at the library but she also sees from the newspaper headlines that people in Southall do not want more Asians. This upsets Viva, who believes her sister Anna doesn't care about anything but her books. But Mrs. Robinson tells Viva that books offer Anna an escape.

The government begins moving Indians out of RAF Greenham camp into English towns and villages. Viva, who is Catholic, prays to St. Anthony, asking him to find her father. She doesn't want to go to Southall but wants her family to move to Canada as they originally planned.

As their plans do not work out as intended, Viva faces racism and an uncertain future and must draw on her own kind of courage, her "supremeness" to help herself and her family.

Discussion

Wings To Soar is a historical fiction novel set England, from October 1972 to July 1973 during the Ugandan refugee crisis. Ugandan dictator, Idi "Big Dada" Amin ordered the immediate expulsion of about seventy thousand Ugandan Asians, whom he accused of corruption and sabotage, from the country. They were stripped of their citizenship and given only ninety days to leave. The Asians in Uganda had been brought there in 1894 to help build railroads. They stayed in the country and soon were part of the business community and working in the government. Amin believed that they were iin control of the country and taking jobs from African Ugandans. 

In her Author's Note, Athaide, who was born in Uganda but emigrated to England and then Canada, states that sixteen resettlement camps were organized including RAF Greenham Common which was run by the U.S. Air Force. The arrival of so many Ugandans - Asian immigrants - caused social upheaval in England.

In Wings To Soar, Athaide focuses on the refugee experience through the eyes of  ten-year-old Viva Da Silva, a Ugandan Asian who has been forced to flee to England along with her mother and older sister, Anna. Her father remains trapped in Uganda, struggling to make it out before the ninety day deadline. The family's plan is to emigrate to Canada, but they cannot do this until their father arrives in England, meaning that their future is uncertain. Amid this uncertainty, Viva and her family feel fear and and sense of loss while experiencing racism and violence.

 While many English were welcoming of the refugees, many were not. Viva becomes aware of this when she reads the newspapers at the library and when she and her family move to Southall where they experience racial hatred and violence. This feeling of being unwanted and without a home, leaves Viva deeply angry and sad. But Leroy, the American soldier helps to put things in perspective. With a white mom and a black father, Leroy often felt like hiding. His mother told him,

"You get courage

by doing small things

one at a time." 

This helps Viva to find her own "supremeness". She confronts her mother, asking her to tell them the truth about what's going on with their father. And she also find the courage to ask Officer Graham to help find out what has happened to her father, Charlie DaSilva. 

Leroy also gifts Viva with a wing pin, telling her that "When you're down because of your troubles, and you want to fold up your wings, 

"DON'T do it.

Spread those wings wide

                        Soar

                                    high above the skies of gray,

                        Higher

                                    than the storms gathering.

Face life's storms, Viva.

                        Be STRONG.

                        Be COURAGEOUS.

                            

                                        SOAR!"

However, when Viva and her family go to live with the Guptas in Southall, she feels even more overwhelmed because she feels she has no choice and no voice. In the poem, The Colored Girl, Viva expresses how people see her. 

"They don't see me.

All they see is a girl

with skin the color

of dark tea,

with eyes

brown as roasted chestnuts,

with hair as dark as coal.

They don't see me.

They see another refugee

    from Uganda.

        A colored girl."

When a brick is thrown through the front window of their flat, Viva quickly loses hope. But the author also shows that many people were willing to help the refugees through the characters of Mark and Maggie, Leroy and Mrs. Robinson and Miss Robinson. Ultimately, they step up and offer the DaSilva's a safe place to live until the situation with Mr. DaSilva is resolved.

Athaide has crafted a realistic heroine in Viva DaSilva. She is vulnerable, both as a child immigrant and as a daughter missing her father. The hatred she experiences because of her skin colour and her nationality make Viva afraid and humiliated. But she is also determined, resilient and courageous. Viva offers to stay behind to allow her mother and Anna to travel to New York so they can care for their father after he's injured in an accident. And even though she's disappointed at the delay in reuniting with her parents and Anna in the United States, Viva is able to reach out to help another brown girl she meets in the park. That girl, Uma believes she will  never belong because she can't change the color of her skin but Viva tells her that she does belong and that there are people who want her and will help her. To encourage her, Viva gives Uma her treasured wing pin that Leroy gave her, reminding her to soar, to achieve her own dreams.

Wings To Soar is an inspiring refugee story set during a much forgotten historical event, the expulsion of an entire part of the Ugandan population at the direction of a murderous dictator. Although Athaide does show the problems the Ugandan refugees experienced, the story is one of resiliency and hope.

Book Details

Wings To Soar by Tina Athaide
Watertown, MA: Charlesbridge Moves       2024

346 pp.