Legend of El Dorado: A Latin American Tale


author: Beatriz Vidal
author: Nancy Van Laan
illustrator: by Beatriz Vidal
Alfred A. Knopf, 1991
preschool-grade 4
Latin American, Chibcha

In an introductory note, Vidal writes that, as a child in Argentina, she first heard the stories about El Dorado from her father; and much later, she came across the “original source,” which inspired her to paint this “rich and fascinating treasure.” Vidal showed her version to her colleague, Van Laan, who “had the right poetic voice,” and the two decided to collaborate on something that would appeal to young readers “without losing the romantic, tragic flavor of the tale.”

There are many, many variations of the El Dorado story. Some contain a cacique, who covered his body with gold dust each day before jumping into the lake to bathe. Some involve the lake itself, into which gold would be thrown in political or spiritual ceremonies. Some contain a description of the city as a vast kingdom where gold was so plentiful that it was used to construct whole houses. Some involve women and children being thrown into the lake, either as sacrifices or as punishment. Some involve a cacique’s wife who throws herself into the lake to escape a horrible punishment for her sins, and survives there as a deity. And other variations are so violent and gory as to compete with a Mexican telenovela gone rogue.

In Vidal and Van Laan’s version, the wife and daughter of a wealthy Chibcha “king,” lured by the dazzling sight of a ruby-eyed emerald serpent, disappear into the waters of Lake Guatavita. The high priest speaks to the serpent, who assures him that the “queen” and “princess” are safe and happy and will be reunited with the king, but only if he rules wisely. So each year, he covers himself with gold dust (thereby becoming known as “El Dorado”) and throws his treasures and himself into the lake to remind the serpent of its promise. One year he doesn’t reappear—the serpent has kept its promise: the king is reunited with his lost family.

Vidal’s mixed-media art—lush tropical scenes in bejeweled tones of mostly blues, greens, and reds—are reminiscent of Paul Gauguin’s post-impressionist work. The Indian subjects are mystical and primitive, and perfectly complement the text, which focuses, not on the people as fully developed humans, but as mystical and primitive. There’s lots of gold throughout. The title on the cover shines. The endpapers depict tropical birds flitting around golden beads. There’s gold dust on the king’s body, on the earthen ground, and in and at the bottom of the lake.

Before the conquistadores got to them, there were some 500,000 Chibcha people[1], who lived in the high valleys around what are now Bogotá and Tunja, Colombia. They were centralized politically and their economy was based mostly on intensive agriculture and considerable trade, which provided the gold used for ornaments and offerings. In the 16th Century, the Spanish invasions crushed the Chibcha political structure, and in the next 200 years, the language was all but obliterated as well.[2]

What have been mislabeled as Indigenous “myths” or “legends” are cultural histories and teachings, passed down from generation to generation. Since the Chibcha political and economic systems were never based on gold, the “legend of El Dorado” is not, and never was, a Chibcha legend.

A brief digression about the history of the “legend of El Dorado”:

In the early part of the 16th Century, fantastic stories circulated throughout Europe about a city of immense wealth somewhere in the Americas, a place of untold riches, a place that contained so much gold that it later became known as “El Dorado.” In this city, it was said, the people adorned themselves, head to toe, with gold; they even painted themselves and the trees and the rocks with gold! Heavily financed and heavily armed by the royals and other wealthy families, the explorers and conquistadores raced to the Western Hemisphere to find, conquer, and occupy El Dorado and the people who lived there.

But wherever they went, the locals pointed this way and that way—anywhere but where they were. And everywhere the conquistadores landed, the story became more and more embellished. Now there was a tribe—somewhere else—high up in the Andes Mountains—that way—where the cacique painted himself with gold dust each day before jumping into the lake to bathe! Or down there in the impenetrable jungles, where the people threw gold and precious jewels into the water to appease the spirits! Or over there, in the barren deserts, where could be found gold nuggets as large as suckling pigs! Indeed, the Spaniards, who wanted so much to believe that they were soon to encounter El Dorado, began to call the cacique of this unknown tribe El Dorado.

After Cortés sacked the great Mexica Empire in 1519 and Pizarro, the Inca Empire in 1532-33, the conquistadores found some gold—but not very much—among the Indigenous peoples living along the coast of South America. In the years that followed, the conquistadores rampaged up and down the coast, plundering Indigenous towns and villages and slaughtering hundreds of  thousands, if not millions, of people. But, of course, no one ever did find El Dorado—because it existed only in the searchers’ fevered, gold-crazed imaginations.

One of the things that survived these atrocities was a story published in the journal of Sebastián de Benalcázar, a chief lieutenant of Pizarro’s and a ruthless conquistador who claimed that an “Indian” had told him about El Dorado. (This is the account that Vidal names as the “original source” of her story.) But two other scenarios are totally possible and more likely: one, that the anonymous Indian was one of many who made up these stories to deflect the Spanish (and let’s not forget the British and German) forces away from their own communities; or, two, that de Benalcázar invented the story in order to bankroll new projects, justify new incursions, and recruit new soldiers.

So Van Laan’s version is her adaptation of Vidal’s father’s adaptation combined with the adaptation of a mass murderer who undoubtedly embellished the story (if he didn’t actually write it himself). And from all this we get: A picture book for children.

The major reviewers loved The Legend of El Dorado: Booklist praised it as “a splendid addition to folklore shelves and useful for showing the richness of Indian culture prior to the arrival of European explorers.” Kirkus suggested that it was “just right for giving added dimension to a unit on explorers.” And Publishers Weekly called it a “splendid pairing of Van Laan’s suave retelling and Vidal’s richly colored illustrations—meticulously executed and imbued with primitive charm—capture all the beauty and mysticism of a culture from long ago and far away.”

What’s wrong with crafting a picture book out of a legend—that never existed—about a fabulously wealthy tribe in South America—that never existed? And leaving out the fact that versions of this legend were spread around Europe as a rationale for greed and genocide? Indeed, Vidal and Van Laan’s The Legend of El Dorado, as a picture book, is dishonest: It promotes a worldview that justifies rapacious colonialism, Manifest Destiny, economic determinism and neo-liberalism.

When The Legend of El Dorado was being created, written, illustrated, and finally published, Vidal and Van Laan (and/or the editors and publisher) either didn’t know about the awful repercussions of this fake “legend,” didn’t want to know about them, or didn’t think they were important. Or did know and didn’t care.

In fact, the whole concept of teaching children about “myths” like these is that, absent any cultural and/or historical contexts in which they were created, they portray Indigenous peoples as ignorant, superstitious, materialistic, and therefore deserving of conquest. Or being wiped out entirely. It’s a setup. Now, more than ever, we have to be responsible enough to be truthful, to talk about history, not gloss over appalling things like genocide.

There is no excuse for this; not even when it’s couched in ridiculous, incomprehensible, New Age romanticism that neither children nor teachers will understand:

“As bits and pieces of the treasure are recovered,” Vidal writes, “the real El Dorado begins to unfold, the one that has lain dormant, waiting to be discovered, not by conquerors but by true seekers. For El Dorado is much more than the physical and glittering gold: it is that Inner City of the spirit, which one needs the utmost purity of heart to enter.”

All of our children deserve way better than this. Our Indian children do not need further humiliation and our non-Indian children do not need more affirmation of their alleged superiority.  The Legend of El Dorado is not recommended.

—Beverly Slapin
(published 6/17/13)



[1] There’s lots of available research on the historical Chibcha economy; this information is from the Encyclopedia Britannica.

[2] Many reputable organizations are working to recover Indigenous languages in the Americas. Among them are: Advocates for Indigenous California Language Survival, Endangered Language Fund, and Indigenous Language Institute.

Friends from the Other Side / Amigos del otro lado


author: Gloria Anzaldúa
translator: Gloria Anzaldúa
illustrator: Consuelo Méndez
Children’s Book Press / Lee & Low, 1993
preschool-grade 4
Mexican, Mexican American

In Friends from the Other Side / Amigos del otro lado, Prietita, a young Chicana, meets Joaquin, a boy who, with his mother, has crossed the border from Mexico without documents and is living in poverty on the outskirts of town. After defending Joaquin from a group of local boys who call him a “mojado” and try to throw stones at him, Prietita befriends him. When immigration agents come looking for people without documents, she helps Joaquin and his mother hide in the house of the local curandera, who later teaches her how to use herbs to help heal the sores on Joaquin’s arm.

Friends from the Other Side stands out among picture books dealing with immigration as a frank portrayal of the difficult lives of undocumented people on this side of the border. Far from the rosy picture of life in the US painted by many children’s books about immigrant lives, Joaquin and his mother are portrayed as living in poverty, facing discrimination from community members, and constantly wary of immigration raids. Also present is the tension and horizontal violence that can occur between Mexican and Mexican-American people in the US. For example, the neighborhood boys who are Mexican American, tell Joaquin, “We don’t want any more mojados here.” When immigration agents arrive in the neighborhood, the Chicano agent laughs and jokes with the Mexican-American residents. These complex dynamics are well done. 

Méndez’ colored pencil-and-graphite illustrations, on a subdued palette of mostly browns and greens, genuinely evoke the lands of the southwest. Yet, the people’s faces are strange looking and the asymmetrical proportions change on every page. Both Prietita’s and Joaquin’s noses, for instance, are sometimes small and sometimes bizarrely large. This constant distortion makes it difficult to connect with the characters.
 
The language is stilted in both Spanish and English. The dialogue is unnatural; Prietita and Joaquin don’t sound like children. In some places, the English reads as significantly less natural than the Spanish. For example, the Chicano immigration agent asks in English, “Does anyone know of any illegals living in the area?” Yet in Spanish he asks, more colloquially, “¿Saben ustedes dónde se esconden los mojados?”

In the English version where Joaquin’s mother offers Prietita food, there is this: “She...knew that they would offer a guest the last of their food and go hungry rather than appear bad-mannered.” Here, the emphasis is on “appearance” rather than generosity. The Spanish version, on the other hand, reads: “[S]upo que compartirían su poca comida aunque después pasarán hambre.” This suggests that a certain degree of cultural awareness has been lost in translation.

The biggest problem with Friends from the Other Side is that, while it appears to portray undocumented immigrants sympathetically, it ultimately patronizes them. From the beginning, Joaquin and his mother seem like helpless victims. Even the way that Joaquin is drawn shows him as skinny, sick, and awkward. He cannot stand up for himself with the neighborhood boys. The only agency that he and his mother seem to have is offering food to Prietita when they are clearly too poor to put food on their own table. Prietita refuses, but notes the “pride in their faces.” This whole dynamic plays into the common stereotype about the nobility of poverty and essentializes the characters.

The real focus here is not on Joaquin and his mother, but on Prietita. She saves the day again and again, defending Joaquin from the neighborhood boys, deliberately befriending him, giving him food in a way that doesn’t damage his “pride,” hiding him and his mother from immigration, and finally curing his sores. Joaquin and his mother are essentially voiceless and lacking in agency. In the end, the curandera decides to teach Prietita how to make the paste to heal Joaquin’s arms. It’s awkward that, although Joaquin is right there, there’s no implication that he could also learn to heal himself. In truth, the message is one of charity rather than empowerment or solidarity.

While I have great respect for Gloria Anzaldúa as an intellectual and an author, and while I think that very critically conscious teachers and parents could possibly use this book to good effect, I can’t recommend it.

—Grace Cornell Gonzales
(published 6/14/13)

My Diary from Here to There/ Mi diario de aquí hasta allá

author: Amada Irma Pérez
translator: Consuelo Hernández
illustrator: Maya Christina González
Children’s Book Press, 2002
kindergarten-grade 4
Mexican, Mexican American


My Diary from Here to There/ Mi diario de aquí hasta allá is the semi-autobiographical journal of a young girl who migrates with her family to the US from Mexico. Her father is a US citizen, but the family must wait in Mexicali, near the border, while he leaves for Los Angeles to look for work and secure their green cards. It is a difficult process for Amada—she leaves behind a dear friend in Mexico, and is afraid of losing herself and her connection to the place where she was born:

Mamá and Papá keep talking about all the opportunities we’ll have in California. But what if we’re not allowed to speak Spanish? What if I can’t learn English? Will I ever see Michi again? What if we never come back?

While she is waiting, young Amada also expresses sadness at how she cannot see her father (who is now working in the fields of Delano) and fears that he will not be able to obtain green cards for the rest of the family. Yet they wait patiently, the green cards finally arrive, and the family is able to cross the border and be reunited. The book ends on a triumphant note:

You know, just because I’m far away from Juárez and Michi and my family in Mexicali, it doesn’t mean they’re not here with me. They’re inside my little rock; they’re here in your pages and in the language that I speak, and they’re in my memories and in my heart.

González’ vibrant, jewel-toned acrylics—full of blues and greens and yellows, with red and purple highlights—are as bright and hopeful as the story itself. The illustrations are playful at times, especially in portraying Amada’s mischievous younger brothers. There is also a great deal of symbolic depth in the artwork. Butterflies flit across almost every page: some on Amada’s dress, some on her blanket, some in the skies, some on her diary. They seem to represent Amada and to connect her to her friend, Michi, and to Mexico. In some places, Amada, her parents, and her brothers all seem to have the same faces, but that’s because they’re family. The illustrations are stylized and portray a sort of magical realism as we see the world through Amada’s eyes. Father’s arm, for instance, stretches all the way around Amada, her mother, and her brothers; to Amada, his embrace signifies the warmth and connection of a large, loving family.

Consuelo Hernández’ Spanish translation is fluid and natural sounding. Interestingly, the translator is actually Amada Irma Perez’ mother—a detail you would never know without reading the fine print on the last page. I question the publisher’s decision not to credit her excellent translation on the book cover.

My Diary from Here to There is a heartfelt story that’s real and deeply connected to the author. It portrays a meaningful female friendship, something that is not all that common in picture books. Most importantly, the central theme is that you can move from place to place without losing your connection to yourself, your family, your culture, or your language. Amada’s pride at being Mexican and her desire to maintain her Spanish language create an important example for young readers.

Unfortunately, although My Diary broaches a lot of important issues, it doesn’t invest any energy in exploring them. At the beginning, we learn that Michi’s sisters and father work in the US and that she envies the fact that Amada’s family will stay together. Family separation is a huge theme in the lives of many children, yet this issue is not explored.

While Amada is waiting for her father to get the green cards for the rest of the family, he writes to her about the conditions under which farm workers labor and even mentions César Chávez. Yet again, these issues are just left hanging. Finally, on the bus into the US, the police detain a woman without papers—and her children. This incident is mentioned but not discussed, leaving young readers to question why only some immigrants have easy access to documents.

Ultimately, My Diary from Here to There/ Mi diario de aquí hasta allá could be a great jumping-off point for discussion when used by adults who are willing and able to address some of the issues that are avoided here. Recommended.

—Grace Cornell Gonzales
(published 6/14/13)


Super Cilantro Girl / La superniña del cilantro


author: Juan Felipe Herrera
translator: Juan Felipe Herrera
illustrator: Honorio Robledo Tapia
Children’s Book Press / Lee & Low, 2003
kindergarten-grade 3
Mexican American

 Super Cilantro Girl  La superniña de cilantro tells the story of Esmeralda, a child whose mother, despite the fact that she is a US citizen, is stopped at the US-Mexico border. Worried about her mother, Esmeralda dreams that she turns green like a bunch of cilantro, grows into a giant, and flies to the border to set her mother free. Here Herrera paints a vivid picture: “She gawks at the great gray walls of wire and steel between the United States and Mexico. She stares at the great gray building that keeps people in who want to move on.”
   
In her dream, Esmeralda rescues her mother. When the soldiers begin chasing her, she makes green vines and bushes of cilantro grow up and erase that border, declaring that the world should be sin fronteras—borderless. However, when Esmeralda wakes up, she discovers that she had been dreaming and that her mother is safely back home. 

Robledo Tapia’s acrylic illustrations, on a bright palette of mostly cilantro greens with browns, blues and yellows, are rendered in a comic-book style that children may find appealing. Unfortunately, his characters’ faces—skeletal, with bugged-out eyes and weird grimaces—are unnerving and almost grotesque, an awkward distraction from the story.

Herrera’s Spanish version reads at least as well as the English, to the extent that it’s hard for me to figure out which he wrote first. One doesn’t seem like an obvious translation of the other; rather, there are small differences in the text that show an appreciation for the subtleties of each language.
   
Super Cilantro Girl hints at the terror that children experience at the prospect of their families’ being split apart, but it does not put the characters in any real danger. Esmeralda’s mother is a citizen and, therefore, does not risk being separated from her family. In the foreword, Herrera expresses concern about families kept apart by borders and shares his wish that some superhero could abolish such borders and bring those families back together. However, making Esmeralda’s mother a citizen in no danger of actually being barred from returning home sends the message that family separation, deportation, and detention centers are all part of a dream from which you can wake up. These real dangers exist only in the lives of others.

As long as this book is accompanied by thoughtful discussion about the harsh realities of immigration, Super Cilantro Girl / La superniña del cilantro is recommended.

—Grace Cornell Gonzales
(published 6/14/13)

How Many Days to America? A Thanksgiving Story


author: Eve Bunting
illustrator: Beth Peck
Clarion, 1988
kindergarten-grade 3
Latin American

How Many Days to America? A Thanksgiving Story tells the wrenching tale of a family forced to leave an unnamed Latin American country, where they are fleeing from political oppression. They board a fishing boat to travel to the US. Their journey is arduous—the motor breaks, the soldiers in their country shoot at them from the shore, their food and water run out, people become ill, and thieves take what little they have left. When they finally arrive at the US mainland, soldiers give them food and water but do not let them land. “They will not take us,” the father comments sadly, but he doesn’t say why.

Yet inexplicably, the next day, the boat lands at the US shore again. This time there are no soldiers, but instead a large crowd of people who welcome the family and usher them into a shed in which there are tables covered with delicious food. They explain that it is “Thanksgiving” and tell the new arrivals about the significance of that day in the US. How Many Days ends with a description of how “[f]ather gave thanks that we were free, and safe—and here.” The little sister asks if they can stay. “Yes, small one,” the father replies. “We can stay.”

Peck’s pastel drawings, on a subdued, depressing palette of mostly browns, blues and some yellows, portray the characters as real human beings. They have real expressions; they are real people with whom children can relate. The tone of the illustrations is as somber as the story, and then—voila!—the people are all sitting together at a table laden with delicious food, and the whole scene is brighter, lighter, and more hopeful. Teachers may be drawn to the illustrations as well, and those who find stories about “The First Thanksgiving” problematic might unwittingly see this book as a great Thanksgiving read-aloud that encompasses both multicultural and social justice themes. They would be wrong.

One of the most frustrating things about How Many Days is that Bunting doesn’t specify where the characters are from, why they have to leave their homes, or why they are being shot at. Rather, she serves up a generic version of a politically oppressive tropical nation, feeding into US stereotypes of Latin America as a backwards place full of palm trees and dictators. Many factors indicate that the unnamed country is probably Cuba—for example, the fact that the refugees can travel by boat to the US and that they are presumably safe from immigration authorities once they land. However, by refusing to name the place—by portraying the characters absent any cultural, linguistic or historical specificity—Bunting avoids real conversation about politics or the realities facing Cuba and her people.

How Many Days sets up a false expectation: No matter the struggle that it takes to get to the US, once here, you are safe and you are allowed to stay. Yet this is clearly not the case for many migrants and immigrants who have no documents. Indeed, many children recognize that, despite their families’ arduous journeys to this country, they still face the dangers of deportation, exploitation, and discrimination. Just as Bunting stays silent on the reasons why the soldiers initially refuse to allow the family to land, she all too swiftly conjures up a happy ending. In How Many Day to America? A Thanksgiving Story, Bunting simplifies and objectifies immigrants’ struggles and ignores the possibility that citizenship might not be easily attainable for all who set foot on US shores. NOT Recommended.

—Grace Cornell Gonzales
(published 6/14/13)

Frog and His Friends Save Humanity/ La rana y sus amigos salvan a la humanidad

author: Victor Villaseñor
translator: Edna Ochoa
illustrator: José Ramírez
Piñata Books / Arte Público Press, 2005
preschool-up
Mexican

A long, long time ago, before the Spring of Creation, before humans inhabited this world, there were many, many animals; and all of these many, many animals went about doing what they knew how to do: “Frogs did what frogs do. Turtles did what turtles do. Armadillos did what armadillos do.” And then, one day, a helpless, two-legged creature—a baby human—appears, and no one knows how this kind of cute, smiling thing will ever survive in this world. The others know that this strange creature is not going to be as strong as the bear, or as fast as the deer. They know it is not going to be able to fly like the birds, and it certainly isn’t as beautiful as the butterflies.

The animals just don’t know what to do with this strange creature. While they’re all debating, the frog reaches out with its little hand and begins to rub the creature’s belly. When the baby human’s response is to fart and laugh and fart and laugh some more, the animals decide that this poor defenseless, skinless creature that isn’t strong, can’t run and can’t fly, was probably put here to—fart and laugh, fart and laugh, and bring the world together. And if they protect this creature, they decide, maybe someday it will grow into something beautiful.

A delicious breeze blew and the grass began to dance, the flowers smiled, the trees sang, and the rocks laughed. For here, in the Spring of Creation, everyone present had finally agreed on how to handle the confusing situation.

“It is true,” the story goes. “Mother Nature does not make mistakes. So humans must have been put on earth for some good reason, other than being selfish children full of gas!”

(Reviewer’s note: Now it’s up to us, the descendants of that human baby, to get our act together and stop farting around.)

Victor Villaseñor writes that, as a young child, when he wasn’t feeling well, his mother would rub his forehead or belly and sing to him, “Sana, sana, colita de rana, saca un pedito y sanarás mañana,” and then his father would tell him the story of how the frog saved humanity.

In The Frog and His Friends Save Humanity/ La rana y sus amigos salvan a la humanidad, Villaseñor’s thoughtful—and hilarious—written version of the traditional Oaxacan tale he learned as a child maintains the pitch-perfect rhythm and cadence of a well-told oral story. I can all but guarantee screams of laughter when children listening to this story hear the word “fart”—and quite possibly fart-noises as well. 

José Ramírez’ luminous paintings, in brightly colored and thickly layered oils, remind me of the early Mexican muralists Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros. Each double-page spread, with a background of yellows, oranges, reds, purples or greens, wraps around the text on the left-hand side; and on almost every spread, Ramírez has embedded an iconic image of the human baby. As the story progresses, the baby grows as well, and youngest listeners will enjoy finding it and identifying each animal and Mother Earth.

Edna Ochoa’s Spanish version of this story is superb—far from the clunky, literal translations that too often inhabit bilingual children’s books. 

The Frog and His Friends Save Humanity/ La rana y sus amigos salvan a la humanidad is a treasure that young children—listeners and readers, hablantes and English-speakers—will ask for, over and over. Highly recommended.

—Beverly Slapin
(posted 6/10/13)

Arrorró, Mi Niño: Latino Lullabies and Gentle Games


selector: Lulu Delacre
illustrator: Lulu Delacre
musical arrangers: Cecilia Esquivel and Diana Sáez
Lee & Low, 2004
preschool-grade 2
Latin American

As a toddler, my son never walked. Every morning, he would practically wake up running! In his exuberance, he would run and fall down, run and fall down, run and fall down. Sometimes, he’d scrape his knee—and cry. And I would comfort him by placing my hand over his knee and whispering:

Sana, sana,
colita de rana.
Si no sanas hoy,
sanarás mañana.

Loosely translated into English, the words are:

Heal, heal,
little frog’s tail.
If you don’t heal today,
you’ll heal tomorrow.

So I was particularly happy to see this rhyme in Lulu Delacre’s little book of 15 lullabies and gentle games from Latin America. In Spanish and English—with the lovely, rhythmic Spanish predominant—this captivating little book shows the many faces of La Raza. Here, parents and grandparents, neighbors, teachers and friends—in school, at the market, in the park, at the library, in a museum, on a farm and in the strawberry fields—demonstrate their love for the community’s children. Delacre’s full-bleed watercolor spreads, with mostly warm earth-toned backgrounds, are calming and perfectly suited to the short rhymes. Several of these offer a few lines of simple instructions for how to play games that accompany the rhymes; and the end of the book provides sheet music so youngsters can sing along. A quiet treasure, Arrorró, Mi Niño is highly recommended.

—Beverly Slapin
(published 6/6/13)

Mediopollito / Half-Chicken

author: Alma Flor Ada
translator: Rosalma Zubizarreta
illustrator: Kim Howard 
Dragonfly Books, 1995
preschool-up
Mexican

On the double-page frontispiece, a Mexican mother and her son are sitting at a fountain, their shoes off, relaxing. The mother is gesturing as she begins to tell her son a story, and the little boy is taking it all in. In the background are rolling hills, a road, and several small houses and buildings—every one of them sporting a weather vane.

The story of Mediopollito—how weather vanes came to be—originated in Spain and, over the years, traveled to various Latin American countries. Alma Flor Ada writes that she heard it from her Cuban grandmother, who had heard it from her grandmother. Rather than setting the story in Spain, Alma Flor Ada chose to locate it in colonial Mexico.

Mediopollito is the story of a little chicken who’s born with one wing, one leg, one eye, half a beak, half a body and half a head. Mediopollito—“Half-Chicken”—is a vain, haughty little guy who looks down on everyone around him. One day, over his mother’s objections, he hops off, on one foot, to see the world.

In the old story, Mediopollito is an unlikeable, nasty little creature. He ignores his mother, he’s rude to everyone he meets, he picks fights with the other animals, and he’s really, really mean. On his trip to visit the king, the haughty chicken refuses to help those in need—water, fire, and wind. When he arrives at the palace, the royal cook tosses him into the pot for the king’s dinner. Here, Mediopollito gets his comeuppance from water, fire, and finally wind, who blows him up to the top of a church, where he becomes a weather vane, never to hurt anyone else’s feelings again.

In Alma Flor Ada’s kinder, gentler version, Mediopollito is vain, but not totally nasty. On his journey, when he encounters someone in trouble, he decides to lend a foot. So when he gets to the palace and the royal cook dumps him into the pot to boil him for the viceroy’s dinner, those he helped—water, fire and wind—return the favor and save his skin—literally. Wind blows him up to one of the towers of the palace, where he is able to see everything he wants, “with no danger of ending up in the cooking pot.”

Several other versions I’ve read are so cloyingly lesson-heavy that they’ve had me gnashing my teeth. But Alma Flor Ada’s story is none of this. Rather, Mediopollito is a well-told tale that works well with youngsters and adults who appreciate the style of a good storyteller.

With Spanish text on the left side and English on the right of each double-page spread, Kim Howard’s lush mixed-media art is rendered in festive colors, complementing both languages and lending continuity to the story. Rosalma Zubizarreta’s excellent Spanish translation has its own rhythm and cadence, so hablantes and English-speakers can follow along in their own language—or in both. Mediopollito is highly recommended.

—Beverly Slapin
(published 6/5/13)

Great Kapok Tree: A Tale of the Amazon Rain Forest

 
author: Lynne Cherry
illustrator: Lynne Cherry
Scholastic, 1990
preschool-grade 3
Brazilian


The world’s tropical rainforests are being destroyed at an alarming rate by multinational corporations, deforestation operations, road paving, cattle ranching, and, in Central and South America, the runaway eco-tourism industry. 

All of this is implied in Cherry’s myth-like tale of a lone woodsman who is assigned to chop down a huge kapok tree in the forest. After a few whacks, he sits down to rest and is lulled to sleep by the “heat and hum of the forest.” While asleep, the woodsman is visited by creatures who live in the forest—a boa constrictor, a bee, a troop of monkeys, a toucan, a macaw, a tree frog, a jaguar, four tree porcupines, “several anteaters,” and a three-toed sloth—who each tells him how this tree and everything in the forest is intricately related to each other. 

And finally, “a child from the Yanomamo tribe who lived in the rain forest” joins the creatures and whispers into the man’s ear, “Senhor, when you awake, please look upon us all with new eyes.”

The woodsman awakes with a start.

Before him stood the rain forest child, and all around him, staring, were the creatures who depended upon the great Kapok tree. What wondrous and rare animals they were!


He takes in everything: the “sun streaming through the canopy,” the “fragrant perfume” of the flowers, the “steamy mist rising from the forest floor,” and he knows he must make a decision.

The man stood and picked up his axe. He swung back his arm as though to strike the tree. Suddenly he stopped. He turned and looked at the animals and the child. He hesitated. Then he dropped the ax and walked out of the rainforest.


In The Great Kapok Tree, Cherry has produced an abundance of information about the flora and fauna of the rain forest, and about the necessity of preserving it. Her gorgeously rendered double-page spreads, in watercolors and colored pencils—on a palette of subdued earthy forest tones of mostly browns, greens and reds—aptly convey the beauty of the endangered rainforest ecosystems. And there’s a helpful world map that shows both the rainforests’ original extent and how much of them is left today.

However, two things trouble me about this story. One is that children might see the struggle to save the rainforests as merely about convincing individuals not to chop down trees—rather than about stopping the multinational corporations intent on chopping up the magnificent biospheres into marketable pieces. The second problem is that Cherry apparently drops in the “child from the Yanomamo tribe” to illustrate how the destruction of the rainforests affects humans as well as the forest creatures. But it’s unlikely—even in a myth—for a young child to be hanging around with a bunch of wild animals. It weakens, rather than strengthens, the story.

Lynne Cherry dedicated this book to Chico Mendes, a third-generation Brazilian rubber tapper, human rights activist and trade union leader who was assassinated by a rancher who would have profited from logging an area that had been planned as a reserve.

Rather than the tale of the rainforest’s being threatened by a single man with an ax who is then easily convinced to walk away, I would rather have seen a children’s version about how the Indigenous peoples of Brazil, together with local trade union activists and supporters around the world, are fighting to preserve the Amazon rainforest. Even the youngest children are capable of understanding the complexities of problems such as this one—and thinking about solutions.


So—but only as a jumping-off point for classroom discussions, research and activities about the struggle to save the world’s rainforests—The Great Kapok Tree is recommended.

—Beverly Slapin
(published 5/23/13)

Pancho’s Piñata


authors: Stefan Czernecki and Timothy Rhodes
illustrator: Stefan Czernecki
Hyperion, 1992
preschool-grade 2
Mexican


On the last page of Pancho’s Piñata, there’s this: “The tale of Pancho and his piñata is so old that no one knows whether or not it is true.” It is not.

One Christmas Eve in San Miguel, a boy named “Pancho” hears the faint cries of a small falling star that had flown down to listen to the village merriment and gotten stuck on a giant cactus. Boy rescues star, and star gives him a “wondrous gift”—“some shimmering stardust that had drifted quietly down to earth.” Boy becomes an old man, who is poor but happy because he remembers the star’s “wondrous gift.” Old man spends the few coins he has saved and makes what becomes a piñata, so that the village children can receive “wondrous gifts” and be as happy as he is. The term “wondrous gift” is used four times. In some stories, repetition is a good thing. Here, it’s annoying.

“[T]his enchanting story of Pancho,” the cover copy says, “reveals the true meaning of Christmas.” I looked several times; couldn’t find it. Rather, this totally boring story, “inspired by the Diego Rivera mural La Piñata and the Procession (1953),” is one of those “original legends” that make me gnash my teeth.

Czernecki's gouache art, with flattened perspective and bright borders on a palette of dark blues and greens, warm browns, pale pinks and deep reds—and the details, such as braids of chili and garlic, a large olla, and an altar to La Virgen de Guadalupe—mimic some facets of Mexican art, but, combined with that anthropomorphic little star, they're as uninspiring as the story.   

A quick look at the author’s and illustrator’s bios reveals that Czernecki’s work “is greatly influenced by Latin American culture [sic],” and that Rhodes “has become an avid collector of folk art, especially that from Mexico and South America.” Oh.

Pancho’s Piñata is not recommended.

—Beverly Slapin
(published 5/20/13)

Going Home

author: Eve Bunting
illustrator: David Díaz
HarperCollins, 1996
kindergarten-grade 3
Mexican, Mexican American

Ever since the day after Thanksgiving in 1960, when “CBS Reports” aired a documentary called “Harvest of Shame,” the exploitation of migrant agricultural workers has been a national scandal. Farm workers—then and now—live at or below the poverty level and depend on their meager income to feed their families here, and often to support relatives in their home country as well.

Two years later, César Chávez and Dolores Huerta founded the United Farm Workers, a human rights and labor organization that successfully focused the national media’s attention on the struggles of agricultural workers for better pay, safer working conditions, and the right to organize. “Alone, the farm workers have no economic power,” Chávez said, “but with the help of the public they can develop the economic power to counter that of the growers.”

More recently, the corporate successes and excesses of NAFTA have brought nothing but impoverishment to Mexican workers, both in their country and in the US. While large transnational corporations profit hand-over-fist from free trade, slack regulation, and abundant and cheap Mexican labor, hundreds of thousands of displaced people—from cities, towns and villages—are forced to head north in order to survive. On this side, the Mexican migrant workers, many if not most undocumented, have nowhere else to go.  

Eve Bunting’s Going Home was published 35 years after “Harvest of Shame” was aired, 33 years after the United Farm Workers was founded, and two years after NAFTA was enacted into law. So one might think that Bunting would have had plenty of information about how agricultural workers and their families live—if she had looked. Apparently, she didn’t. 

In Going Home, the young narrator, Carlos, finds out that he and his farm worker family will soon be “going home” to La Perla, Mexico, for Christmas vacation. “Home is here,” his mother explains, “but it is there, too.” Well, I would bet anything that no agricultural workers in their right mind would refer to a labor camp as “home.” Turn two pages: “Papa locks the door of our house,” Carlos says. “The house really belongs to Mr. Culloden, the labor manager, but it is ours as long as we work the crops for him. It has been ours for almost five years.” On the facing page, the artwork depicts this farm worker family’s “home” as one in a row of suburban tract houses, with neatly manicured lawns—as far from a typical ramshackle labor camp domicile as Santa Barbara might be from Appalachia.   

Papa tells the children that they are “legal farm workers,” so they will have no trouble crossing the border. Well, that’s convenient—not only does Bunting neatly avoid describing the incidences of harassment, arrest, jail and deportation common at border crossings, she also does so by having Papa explain why: This family is “legal.” The world is good.

Then there is the peppering of Spanish words in the text—“sí,” “mijo” [sic], “papeles”—coming from the parents. Carlos explains to the reader that, “Papa speaks always in Spanish. He and Mama have no English. There is no need for it in the fields. But I’m always trying to teach them.” But. Since there are only a few Spanish words in the entire text, everyone appears to be speaking English. And Carlos is correcting Papa when he says a word in Spanish, which Mexican children do not do because it would be rude. Rather, children learn early on how to code-switch, an important skill in a household where the parents speak one language and the children speak two. This is all different from teaching the parents English or interpreting when interpretation is needed, a subtlety that is lost on Bunting. And I’m not sure why Bunting decided to use Spanish grammatical forms in Carlos’s English, either. This whole language thing is just a mess.

Carlos says that he and his sister know “how hard the work is. The heat in the strawberry fields. The sun pushing down between the rows of tomatoes. The little flies biting our faces. We know because we work, too, on weekends and school vacations.” In truth, children often work alongside their parents in the fields—before and after school, when they are fortunate enough to be able to attend school—as well as weekends and vacations. While federally mandated Migrant Education Programs exist, children living in rural areas often do not get to go to school. And despite the existence of child labor laws that vary from state to state, children are often forced to work under a parent’s name or under an alias. It’s a dirty business, but one that Bunting conveniently ignores. 

Why did Carlos’s family come here, then? “We are here for the opportunities,” Papa says. More likely, the children would not ask, because they would know. Toiling in the fields as migrant agricultural workers is hardly done for the “opportunities”—it’s done for survival and possibly to send some money home. 

So Mama, Papa, Carlos, Delores, and Nora arrive at La Perla, where they meet the rest of their family and have a great time. Everyone is impressed with the children’s nice clothes and English skills, and the family talks more about “opportunities”:

They laugh and clap. “Imagine, Consuelo! Your son—and all your children—speaking English. So smart!” “Yes,” Papa says. “Their school is very fine. They are getting a good education.” The woman nods. “You were wise to take them and go. Our school is good, too. But where are the opportunities for our children after?”

La Perla is a beautiful place, but there is no “opportunity” here, only in the US. That night, the children sleep in the car, and Mama and Papa come out to dance in the streets. Older sister Delores tells Carlos that Mama and Papa “plan to come back someday and live in Grandfather’s house and work his land.” Carlos thinks, “It will be after our opportunities.”

Diazs fiesta-bright artwork,” a reviewer for Kirkus gushes, “ignites this joyous tale of a Mexican-American family’s sentimental journey.... The fiery colors and bold lines of Diaz's woodcut-like illustrations lend a strength and nobility to these scenes.... [H]e sets his artwork within the photographic backdrops that show gaily painted pottery, folk art figurines, Mexican Christmas decorations, festive flowers and other shiny holiday trinkets. A veritable feast for the eyes... What the Kirkus reviewer lauds is precisely the problem. Diaz has aptly illustrated Bunting’s sanitized story of a hard working Mexican family for the edification of cultural tourists: take home all the pretty things and look away from the garbage.  Indeed, this story and art together function as an apologia for imperialism.

Bunting’s purposeful ignoring of racism in order to maintain the status quo is palpable. Where she sees issues, they are not so bad. In the case of Going Home, there is no backbreaking labor, no inhaling of toxic pesticides, no sweat, no tears, no exhaustion, no harassment from labor bosses or La Migra. Just “opportunities.” A Publishers Weekly review of Going Home could have been about any of Bunting’s “social justice” books, which “(hint) at the depth of parental love and sacrifice while distancing children from genuine understanding.”


Scholar Joyce King has coined a term for this kind of thinking: “dysconscious racism,” which she defines as “a form of racism that tacitly accepts the dominant white norms and privileges.” [1] And scholar Dan Hade has labeled Bunting’s “social justice” books as “aestheticizing the poor, anesthetizing the reader.”[2]

One last thing: On the dedication page of Going Home, Bunting writes: “Sincere thanks to Joe Mendoza, Regional Director of Migrant Education, Region #17.” Curious to know what kind of involvement someone who works with migrant families might have had with this book, I phoned him. What he told me[3] was that he and Bunting were “like two ships passing in the night; if she walked in right now, I wouldn’t remember her. As I recall, she walked into my office and asked if she could meet a migrant family because she was writing a book. I vaguely remember introducing her to a family, more as a courtesy than anything else and that was that. I spoke with her once or twice; she never asked me to read her manuscript or anything like that.”

Bunting is not the only mediocre writer who acknowledges sources solely to create credibility for a book. When a writer acknowledges someone who is not a friend but whose name carries a particular credential, the assumption is that the person has lent some kind of oversight or has helped in significant ways. In Going Home, Bunting implies something that isn’t there; it’s disingenuous.

Bunting’s “social justice” books show a distortion of reality in order to appeal to what some want to believe. Her formula fits issues such as homelessness (Fly Away Home, 1991), immigration (One Green Apple, 2006), rebellion (Smoky Night, 1994), youth gangs (Your Move, 1998), forced relocation (So Far from the Sea, 1998). Et cetera. As with Bunting’s others, Going Home is sympathetic in a seemingly harmless way. But it’s not harmless; on the contrary, it’s cruel. It’s cruel to the children of agricultural workers and other migrant and immigrant children who must struggle for the “opportunities” that others have as their birthright. And it’s cruel to the unsuspecting children who are being anesthetized to the hard lives of others.

Going Home is not recommended.

—Beverly Slapin
(published 5/18/13)



[1] Joyce E. King, Ph.D, holds the Benjamin E. Mays Chair of Urban Teaching, Learning, and Leadership in the College of Education at Georgia State University. This definition is from her paper, “Disconscious Racism: Ideology, Identity, and the Miseducation of Teachers” (Journal of Negro Education, Vol. 60, No. 2, 1991).

[2] Daniel Hade, Ph.D, is an Associate Professor in Language and Literacy at Penn State College of Education, where he looks at how poverty is constructed in children’s books and how it is used as an aesthetic. In 1995, he spoke at a children’s literature conference; the title of his talk was “Aestheticizing the Poor, Anesthetizing the Reader: the ‘Social Justice’ Books of Eve Bunting.”

[3] Joe Mendoza generously gave me permission to take notes while we were talking, and to quote him. He said, “Only liars don’t let themselves be quoted.” Thanks, Joe.