My Tata’s Remedies / Los remedios de mi tata // My Nana's Remedies / Los remedios de mi nana

Here are two children’s picture books by the same author. They are almost identical in title, some content and general theme; but much different in concept, approach and overall execution. Although   My Tata’s Remedies / Los remedios de mi tata  appears to be a majorly improved version of  My Nana’s Remedies / Los remedios de mi nana, I’m examining the two titles here because they were published as separate projects.


author: Roni Capin Rivera-Ashford
translators: Roni Capin Rivera-Ashford and Luis Humberto Crosthwaite 
illustrator: Antonio Castro L. 
Cinco Puntos Press, 2015 
grades 2-up 
Mexican, Mexican American

In My Tata’s Remedies / Los remedios de mi tata, young Aaron expresses interest in learning how Tata Augustine (or “Tata Gus,” as everyone calls him) makes his remedies, and the elder curandero decides that this is as good a time as any to begin the child’s education—“poco a poco te voy a ir enseñando qué usar y cuándo usarlo.” He directs his grandson to the shed in which dried flowers hang from rafters, and jars and bags are filled with other traditional medicinals—leaves, herbs and teas—each labeled, sorted and stored in its appropriate place.

As it happens, Tata’s first patient of the day is Aaron, who has hit himself in the forehead with the balero that Tata had given him. With Árnica de la Abuela and Árnica flowers—along with a handclap and a well-known healing rhyme—Tata’s remedy soon has the desired effect.

As each person in the community—relative, friend and neighbor—presents a health problem, Tata tells his grandson exactly what to get and where to find it, and then shows him how a particular herb or tea is used to solve a particular problem. Aaron learns, poco a poco, how to take away a bee sting, how to make feet stop itching, and how to cure diaper rash, burns, eye infections, and even a cold and a toothache. When Mamá and Uncle Mark arrive, they’re invited to spend the night, and Aaron gets to experience yet another cure and some stories from the family’s past. As Tata tucks him in and reminds him of the necessity of practice, Aaron thinks about how fortunate he is to have Tata as his grandfather and his teacher as well: “To have a loving grandfather is like a santo remedio—a magical cure!” / “Tener un abuelo cariñoso es como un santo remedio.”

Castro L.’s realistic and expressive single-page illustrations, rendered in colored pencil and watercolors, complement this authentic and loving portrayal of close family and community ties. Here is a horrified Sara, being stung by a bee. Here is an unhappy Justin, soaking his itchy feet in Creosote rinse. Here is baby Anita, “crying up a storm,” suffering from diaper rash. Here is Malila, in pain from a deep burn on her arm. Here is Rudy, the postman, with a red nose and watery eyes. Here is mariachi José Luis (“Guapo”), massaging his aching mouth. And here is a young child beginning to learn from his Tata how to help people in the community; a kind, generous Tata passing on his knowledge of healing and sharing—while an ever-patient Nana, with a big smile, provides comfort with fresh-baked empanadas and hot chocolate.

The endpapers remind me of earth and roots, and beautifully designed text pages—reminiscent of aged paper on which well-used recipes might be found—extend each full illustration and depict a specific herb with its common name in English and Spanish. As well, the back matter contains a helpful and educational bilingual “Glossary of Medicinal Herbs & Remedies / Glosario de hierbas medicinales y remedios,” in which each illustrated entry has both its common and scientific name in English and Spanish.

The excellent idiomatic Spanish is sometimes translated and sometimes interpreted, so the story flows in Spanish as effortlessly as English. Here, for instance, as Tata intones the children’s healing rhyme, “Sana, sana, colita de rana, si no sanas hoy, sanará mañana” (which translates as, “Heal, heal, little frog’s tail, if you don’t heal today, you’ll heal tomorrow”), young Aaron explains that it’s Tata’s way of saying, “I’ll kiss it and rub it and make it go away. Now that you’re better, you can go out and play!” In the Spanish version, of course, there is no explanation because none is necessary.

Rather than a typical European “beginning-conflict-resolution” children’s story that tells rather than shows, this beautiful book shows how oral teaching of traditional herbal remedies is transmitted across generations of community.

My Tata’s Remedies / Los remedios de mi tata, which won Antonio Castro L. an Illustrator Honor Book Pura Belpré Award, is a pleasure to look at, read, and learn from—and is highly recommended.


author: Roni Capin Rivera-Ashford
translator: Roni Capin Rivera-Ashford 
illustrator: Edna San Miguel 
Arizona-Sonora Desert Museum Press, 2002 
grades 2-up 
Mexican, Mexican American

In My Nana’s Remedies / Los remedios de mi nana, there is no community to speak of. All we see of the family are a young unnamed narrator, her unnamed Nana, and her unnamed baby brother, who observes what little action there is. The story consists in its entirety of a list of conditions (“when I have a headache…”) followed by Nana’s cure (“my nana prepares for me…”). Each double-page spread depicts the narrator’s or her brother’s problem (sore throat, sleeplessness, stomachache, headache, chill, and fright) and Nana’s dispensing the traditional or herbal remedy.

The Spanish is grammatical and functional, closely following the English. Except for the next-to-last spread, which has a number of errors. Here, the English reads:

Whenever I don’t feel well, my nana is always at my side.
“I’ll kiss it, I’ll kiss it, and make it go away; then you can go out and play.”

And the Spanish reads:

Cuando no me siento bien, mi nana siempre está a mi lado, y me dice:
—Sana, sana, colita de rana. Si no sanas ahora, sanarás mañana…—

Here, “Sana, sana,” the healing rhyme, which is used by parents and grandparents all over Latin America to take a child’s attention away from a hurt or illness, is confusing; it's neither a translation nor an interpretation of the English that precedes it. Rather, the English, if anything, should have been used to explain the Spanish (as it was done in My Tata’s Remedies / Los remedios de mi tata). And “ahora” should be “hoy.”


San Miguel’s bright and colorful single- and double-page watercolor illustrations may appeal to some children, but they’re cartoonish and jarring. For instance, the young narrator and her little brother have exaggerated expressions and Walter Keane-like eyes, Nana’s eyes are often hidden behind her spectacles, and there’s just too much going on in each illustration. In addition, some of the pictures are confusing: the narrator’s “little baby brother,” on one page, is an infant; a few pages later, he’s about three years old; and on a later page, he’s a toddler. 

The back matter contains a “Medicinal Plants Glossary / Glosario de plantas medicinales,” with illustrations of several medicine plants, along with their common and scientific names in English and Spanish. The introduction to this section in English, in referring to the Native peoples of Mexico and southwestern US, uses the word, “Indian,” eight times (Mayo Indians, Yaqui Indians, Seri Indians, etc.); while the Spanish more accurately refers to the Native Nations without the extraneous ending “Indians” (“Los Mayos viven al sur de Sonora en las orillas,” “Los Yaquis viven a lo largo de las márgines del río Yaqua,” etc.). 

In Mexico, the southwestern US, and all over Latin America, curanderas are important and esteemed community members who practice and teach traditional and herbal cures to everyone, not just to their immediate families. But here, on a close to last spread, our young narrator (who is finally smiling) says, “How lucky I am to have such a special nana! She is my very own, personal healer.” (“¡Qué fortuna tener una nana tan especial! Ella es mi curandera personal.”) Except for information about specific traditional cures, there is no story here—no cultural teaching—and, unlike My Tata’s Remedies / Los remedios de mi tata, there is no relationship with the community. Many lost opportunities here; My Nana’s Remedies / Los remedios de mi nana, the earlier version, is marginally recommended.

—Beverly Slapin
 (published 6/12/16; revised 6/14/16)

Luis Paints the World

author: Terry Farish 
illustrator: Oliver Dominguez 
Carolrhoda Picture Books / Lerner Publishing, 2016 
grades 2-5 
Dominican American

In the 1960s, Chicanos comprised only about 5% of the US population, yet made up about 22% of the US casualties in Vietnam. So towards the end of the decade, the Chicano community in California began organizing against their young people being drafted into the US war against Vietnam, comparing it to the US war against Aztlán. “Too many Chicanos have died in foreign jungles,” activists said, “and too many have died in barrio streets. ¡Ya, basta!”

On August 29, 1970, some 25-30,000 mostly Chicano people marched through the heart of East Los Angeles. This enormous, community-based familia included elders and parents and babies, students and teachers and seasoned political activists, documented and undocumented workers from the factories and the fields, and veterans from World War II and Korea and Vietnam. They came together from barrios all over the country: from San Diego, from Chicago, from Denver, from San Antonio, from Seattle. From New York, a large contingent of Puertorriqueño members of the Young Lords Party joined them. Here, at the National Chicano Moratorium Against the War in Vietnam, organizers declared that, for Chicano youth, the front line in the struggle for justice and human rights was not in Vietnam, but rather, in the barrios of the United States.

Soon after the march was over, thousands of demonstrators entered Laguna Park to hear the speeches and entertainment—and squads of LA county sheriffs, backed up by busloads of city police, attacked, wading into the crowd with tear gas rifles and batons. Most of the people tried to run for safety. There was none. Some fought back. By the end of the day, the cops had injured and arrested many, and killed three Chicanos, including the well-known and -respected journalist Rubén Salazar. For many reasons, the Chicano Moratorium was a day to remember and a day that the Chicano people hold in their hearts. It was a new day that was instrumental, a few years later, in ending the draft and the US war against Vietnam.

The great Chicano Moratorium is the context in which a colleague and I read Terry Farish’s picture book, Luis Paints the World. Here, young Luis, who is Dominican American and lives on the East Coast, can’t understand why his older brother, Nico, has decided to join the army and is about to be deployed. Nico’s answer is simply—and incomprehensibly for young readers and everyone else as well—that he will be “[s]eeing the world. Just like the army promised.” This is all that’s said about Nico’s military service. We don’t know where he’s going, we don’t know why, and we don’t know if or when he’ll be back. Just that he’s wearing camo (referenced in the art, but not the story) and he’s being sent “far away” “to see the world”—a phrase that Farish inserts into the story nine times. Luis, who doesn’t want Nico to leave, tries to convince him that “the world” is right here, by painting “the world” as a mural on an alleyway wall. But Nico leaves, and, as Luis awaits his return, neighbors join in to paint their world. Although Mami hints that, “some people don’t come back,” Nico does, and the reunification—as is the mural—is complete.

The murals in Dominguez’s brightly colored artwork—in what appears to be rendered in pastels—are chalky and less detailed than the people, who are more sharply outlined. This is a close-knit, economically marginalized Dominican neighborhood, with plenty of concrete on which to paint. I especially like the double-page spread that shows adults and children working together to create a beautiful and lively depiction of their world.

But. By creating a sanitized, feel-good picture book about a young Dominican American man who joins the Army to “see the world”—by focusing solely on peace and art and a thing called “multiculturalism”—Farish ignores the harsh realities of the lives of poor and disenfranchised people and the political and economic issues of why Latinos and other peoples of color disproportionately enlist in the US military. By doing so, and by ignoring the historical, political and cultural significance of the Chicano Moratorium and its aftermath, she is lying to innocent little kids about armed combat, about who goes and who gets to stay home, about US imperialism and world hegemony, and about peace, justice, community, struggle, and protest.

Luis Paints the World is not recommended. Older readers who are looking for the important historical context omitted here should read Benjamin Alire Sáenz’s outstanding YA novel, Sammy and Juliana in Hollywood (Cinco Puntos Press, 2004).

—Beverly Slapin
(published 6/2/16)

Mil gracias a mi colega, Ricardo Ramirez.

ABeCedarios: ABCs in English and Spanish // Opuestos: Opposites in English and Spanish // Colores de la Vida: Colors in English and Spanish // Count Me In! Numbers in English and Spanish // Animal Talk: Animal Sounds in English and Spanish



Oaxaca has had a wood carving tradition since long before first contact; the products of this tradition—from sacred to practical to whimsical—have taken the forms of religious statuaries, cooking utensils, household instruments, children’s toys and the like. Fast-forward to the 1950s, when a shepherd named Manuel Jiménez from the town of Arrazola was carving little wood animals while grazing his sheep at Monte Albán. When a white guy who owned a folk art shop in Oaxaca City “discovered” Jiménez and offered to buy everything that he could produce, others started to imitate Jiménez’s style, and the craft spread to San Martín Tilcajete and La Unión.

At about the same time, the opening of the Mexican span of the Pan American Highway brought to Oaxaca an influx of tourists, whom folk art dealers realized would happily purchase both replicas of old carvings and work that had no longstanding cultural traditions. This beginning of the folk art woodcarving practice has brought construction of paved roads, schools and hospitals to the area, and has been an important source of cash income for the woodcarvers and their families. And it’s one of the crafts that have made the state of Oaxaca world famous.

Weill, an English teacher who is fluent in Spanish, spent a Fulbright Teacher Exchange year in Mexico City and travelled to Oaxaca on weekends. Initially drawn to its abundance of crafts, she later enrolled in a doctoral program, researching intercultural collaboration in folk art production—and what would result if artisans created what pleased them rather than what might appeal to potential buyers. She also wanted a platform, as she told me, to showcase the work of the artists and artisans in ways that would recognize their unique talents.

Weill’s academic work eventually became a cross-cultural collaborative art project with several folk art producing families in Oaxaca. If a project were to be collaborative as well as cross-cultural, Weill would find out, she would have to give up a lot of control and become “joined at the hip” with the families with whom she worked. And everyone would have an equal voice.

One of the results of this collaboration is a series of five adorable bilingual concept books that introduce the littlest learners to the alphabet, colors, counting, opposites, and animal sounds. Anyone who is able to sit still for a moment will thoroughly enjoy the brightly colored- and -patterned wooden animalitos, on highly saturated backgrounds that bring to mind the texture of plastered walls.

author: Cynthia Weill 
artists: Armando Jiménez, Moisés Jiménez  
Cinco Puntos Press, 2007, all grades
Mexican

The first in the series, ABeCedarios: Mexican Folk Art in English and Spanish, features well known animals (“the Elephant / el Elefante”), and rare (“the Quetzal / el Quetzal”), and imaginary ones (“the Unicorn / el Unicornio”), and one that is as yet “undiscovered” (the mysterious “X / el/la X,” a winged creature that breathes fire); as well as animals for which there are uniquely Spanish sounds (“el Chapulín” to demonstrate “ch,” “la Llama,” to show “ll,” “el Ñu” or “gnu,” and “el Zorro,” to depict “rr”).




author: Cynthia Weill
artists: Martín Santiago, Quirino Santiago
Cinco Puntos Press, 2009, all grades
Mexican

The second work, Opuestos: Mexican Folk Art Opposites in English and Spanish, depicts contrasting concepts on opposing pages (“asleep / dormido” and “awake / despierto”), sometimes depicting the same animal (“inside / adentro” and “outside / afuera” the frame) and sometimes showing a different animal or insect: The opposing concepts “high / alto” and “low / bajo,” show a butterfly on the upper left corner of the left page, while a dog, on the center of the right page, looks hungrily up at it; in another spread, two almost identical dogs, one with a “long / larga” tail faces one with a “short / corta” tail.


author: Cynthia Weill
artists: Rubí Fuentes, Efraín Broa, María Jiménez, Jesús Sosa, Angélica Vasquez, Carlomagno Pedro Martínez, Eleazar Morales, René Mandarín, Eloy Santiago, José Miguel Pacheco Aguero, María Jiménez  
Cinco Puntos Press, 2011, all grades
Mexican

In the third librito, Colores de la Vida: Mexican Folk Art Colors in English and Spanish , the animals—done in different techniques this time—are mostly displayed on background colors that correspond to the animals themselves. So, for instance, two purple bunnies (with orange carrots, which add some contrast and realism) sit on and opposing a “purple /  morado” background, and a glorious orange lion (with a full mane and what appear to be actual orange slices as ears and eyes) sits on an “orange /  anaranjado” background. I especially like the question at the end (with a cow and her calf on a green background and the lettering on a blue background):  Can you say all the colors in Spanish? / ¿Puedes nombrar todos los colores en inglés?


author: Cynthia Weill
artists: Guillermina Aguilar, Josefina Aguilar, Irene Aguilar, Concepción Aguilar
Cinco Puntos Press, 2012, all grades
Mexican

Unlike the others, Count Me In! A Parade of Mexican Folk Art Numbers in English and Spanish features all humans, decked out to participate in a festival called “Guelaguetza,” which is Zapotec for “to share.” Except for the initial two-page spread, which shows a line of people beginning the parade (Here comes the parade! / ¡Aquí viene el desfile!), all of the other illustrations (along with captions that will entice the youngest of listeners) land on the right-hand pages on solid backgrounds with only the numbers 1-10 in English and Spanish. Opposite “four / cuatro,” for instance, is this: The giants are my favorite! See the person wearing the costume peeking through from inside? / ¡A mí me encantan los gigantes! ¿Ves a la persona que lleva el disfraz mirándonos desde adentro?


author: Cynthia Weill
artists: Rubí Fuentes, Efraín Broa 
Cinco Puntos Press, 2016, all grades
Mexican

And finally (for now), there’s Animal Talk: Mexican Folk Art Animal Sounds in English and Spanish. Here, probably the most beautiful and detailed animals and insects in the series demonstrate how sounds from everyday animals and insects (roosters, kitties, fish, goats, tigers, cows, horses, dogs, frogs, piggies, lions, snakes, turkeys, and owls) make sounds that may or may not be pronounced differently in two languages. For example, Roosters say Cock-a-Doodle-Doo. Can you? / Los gallos dicen Ki-Kiri-Ki. ¿Puedes tú? But fish say “glub-glub” in both languages. And the humor is sometimes slyly tucked in for the benefit of children who may be bilingual: Turkeys say Gobble Gobble / Los pavos dicen Gordo Gordo (!) The back cover, which may be my favorite, clearly and hilariously demonstrates how and why this all works: Sometimes they’re talking to you. / A veces me están hablando a mí.

Bilingual, colorful, inviting, absolutely adorable—and definitely child-centric—these libritos will capture and hold the attention of the littlest to the biggest kids (and adults alike—I keep coming back to them, and I’m known to be hard to please). All are highly recommended.

—Beverly Slapin
(published 6/1/16)

*Highly recommended for all home, classroom and library collections.


[Reviewer's note: I want to share with readers some information about how this project's collaborative plan becomes a reality. Cynthia Weill and the artists work together for between two and four years to produce each book. (Cynthia mentioned to me that her role often includes babysitting so that the artist families can concentrate on their craft.) She pays the artists market rate for their work, which she then donates to the Field Museum of Chicago. After each book has been produced, Cinco Puntos Press gives each artist family 100 copies of the book that features their work.] 

Playing for the Devil’s Fire

author: Phillippe Diederich  
Cinco Puntos Press, 2016 
grades 7-up 
Mexican

Some 500 years ago, conquest of this hemisphere was relatively easy: foreigners arrived, planted their flags, massacred the inhabitants and stole the land. Now, conquest involves massive CIA-financed drug trafficking via international cartels, mass murder and “disappearances” to soften up and terrorize the populace, rapid economic destabilization, and finally, “regime change” from elected governments to US-friendly fascist dictatorships.

In the Americas, the conquest and never-ending colonialism create dire consequences for hundreds of thousands of terrified refugees—many of them unaccompanied children—who flee to El Norte to escape both state-sponsored terror and the murdering narcotraficantes. They flee, as a colleague told me, “into the mouth of the shark.” Even as they escape the issues in their own homelands, the conquest follows them into  lifelong struggle and trauma.

And, just this morning, the Obama administration announced a new series of raids to round up and deport families who have been seeking asylum here from violence and death threats in Central America.

As I read Playing for the Devil’s Fire, I’m thinking of all of these aspects of colonization, and, in particular, about the “disappearance” of 43 students from the Ayotzinapa Teaching College in the southwestern Mexican state of Guerrero in September 2014. Here, the police, local politicians and everyone else in power, acting in league with the gangsters, maintained business as usual.

The title’s “devil’s fire” is two things: It’s the diablito rojo, the rare, coveted marble every Mexican teenage boy dreams of winning. And, perhaps more important, it’s a metaphor for the carnage and conflagration sweeping much of Latin America.

Libero (Boli) Flores’ harrowing story begins as the 13-year-old narrator describes the scene in Izayoc (the place of tears), his sleepy little town near Mexico City:

It was a hot Sunday morning when we discovered the severed head of Enrique Quintanilla propped up on the ledge of one of the cement planters in the plaza.

The head belonged to Boli’s teacher, who was a known activist, and a note was found in his mouth: “He talked too much.”

Boli, an average teen—whose only interests had been winning at marbles and polishing shoes to earn some cash so he and his friend, Mosca, could attend the lucha libre—begins to notice the arrival of well-dressed strangers driving late-model SUVs with black windows, spinning silver rims and California license plates. They’re moving into town and building big houses. A new four-lane highway has been built—and townspeople start to disappear, businesses start to close, and Boli’s friends start to hang out with the newcomers.

There are whispers. The townspeople know what’s going on. But when Boli’s parents ask questions of those in charge, there are no answers. The police chief knows nothing, but he’s seen in the company of the strangers. The priest knows nothing, but his church has been beautifully renovated. And then Boli’s parents, on their way to Toluca to alert the federal police, suddenly join the “disappeared.”

Boli is certain that “something bad has happened.” Nevertheless, he puts his hope in an unlikely hero, a washed-up luchador named “El Chicano Estrada.” Boli sees him as larger-than-life—like El Hijo del Santo, son of the world’s most beloved luchador; a superman who battles rudos in the ring and criminals on the outside; a crime fighter who rights wrongs and brings truth and justice to all those in need.

But the violence in the lucha libre ring and in the Santo movies is choreographed and scripted. What’s real is horrific and unpredictable. As El Chicano Estrada tries to warn Boli,

“Everyone’s giving you hope, telling you there’s a chance, that everything’s going to be okay. It’s all lies. We are a country built on lies. Listen, forget the illusion that the world is a good place. It’s not.”

Boli’s loss of innocence—as his initial belief that bad things happen to other people grows into the knowledge that there is no redemption, no miracle that will quickly disappear the violence, corruption and destruction all around—echoes the real situation in Mexico and much of Latin America. As with life in the region, there is no happy ending. After the last horrible murder, readers will see that the battle between good and evil truly exists, and the devil’s fire will continue to rage for a long time coming.

The secondary characters are real people as well: Abuela, who, in her mind, is able to return to the beauty of Veracruz; Boli’s no-nonsense sister, Gaby, who takes over the family’s panadería in their parents’ absence and whose business decisions reflect the trajectory of the town’s downfall; Jesusa, the Flores family’s maid, who knows the dual reality of soul-numbing poverty and terror; the beautiful Ximena, who, along with several other young women, throws in her cards with the gangsters; Boli’s best friend and alter-ego, Mosca, who suddenly disappears; and, of course, Father Gregorio and the police chief, Pineda, whose salaried job descriptions include pacifying the populace.

Both dialogue and narration are peppered with rough-and-tumble Mexican street-Spanish in all its permutations, and there’s a helpful glossary as well. Note to teachers: This is how boys and men in small-town Mexico—and in some cities as well—speak. Anything less would be a cultural erasure.

Make no mistake: Playing for the Devil’s Fire is not “just” about what is often referred to as the “drug wars.” Indeed, readers will not find the terms, “narcos,” “gangsters,” or “drugs” anywhere here; nor will they find “government complicity” or “colonialism,” either. Rather, what they will find is real people in a particular small town in a particular Latin American country—who have become collateral damage in a violent, murderous game of international dominoes—and for whom the message is: Sal si puede. Pack up your dreams if you have any left and get the hell out while you can. 

This is what readers here, in the belly of the beast, need to see and understand. Playing for the Devil’s Fire is highly recommended.

—Beverly Slapin
(published 5/26/16)

Un año sin domingos: la imagen de la alfabetización en Cuba / A Year without Sundays: Images from the Literacy Campaign in Cuba

author: Catherine Murphy 
author: Carlos Torres Cairo 
Ediciónes Aurelia and The Literacy Project, 2014 
grades 7-up
Cuban

In 1959, when Fidel and Che and their victorious group of young revolutionaries came down from the Sierra Maestra and marched into Havana, they realized that part of their long, hard struggle had come to fruition. Having thrown out the hated Batista dictatorship and their Mafia cronies—at least for now—the island’s new leaders immersed themselves in thought and discussion about both the problems, and the opportunities they had to achieve the participation of everyone into a society about to be reborn.

It soon became apparent that the single most important barrier to break through was illiteracy: some 14% of Cuba’s population was unable to read or write. So as early as 1959, Fidel sent out the call for volunteers. The campaign was known simply as alfabetización, and thousands upon thousands of young people from throughout Cuba volunteered to be trained as maestras—teachers—to go out into the countryside and teach everyone how to read and write. (Although “maestras” is a feminine form, both young men and women participated in the literacy campaign. In the photographs and interviews in this book, however, most of the participants appear to be young girls and women.)

Beginning in 1960, volunteer teachers—“the literacy campaign’s pioneers”—were trained in the mountains of the Sierra Maestra. Here, where much of the fighting for the revolution had taken place, the Cuban people involved themselves in a campaign to bring literacy to all of the tiny country’s people.

Alfabetización had a dual purpose: eradicating illiteracy and bringing down the social barriers between the urban population and the rural working class population. Organized into four brigades—experienced volunteer teachers, La Brigada Conrado Benítez (made up of young people and teenagers from urban areas), La Brigada Patria o Muerte (made up of workers), and active and retired teachers who worked in urban areas—the volunteers covered the countryside.

During the day, the young maestras worked with the campesinos and in the evenings, they worked together at reading and writing. Seven days a week—un año sin domingos. Their textbooks were called, “Alfabeticemos” and “¡Venceremos!”—two words that helped unite the campesinos and the maestras, the campaign with the political reality.

For the campesinos, this would be their first time holding pencils and looking at print on a page and working hard to decipher the meanings of printed words; “for some, recognizing vowels was the hardest thing they had ever done in their lives.” While the campesinos recognized that they were, indeed, becoming part of a great societal change, those who changed most were the maestras. For many of the young people, this would be their first time away from home—ever. This would be their first time sleeping in hammocks, living inside bohíos with palm-thatch roofs and dirt floors, chopping down trees, washing clothes in the river and getting covered with mud, and eating “country food.” Most of all, they learned how to be women and men who could change the world.

The lives of these young people were not without hardship and danger. Indeed, during the CIA-planned and -sponsored invasion of Playa Girón (known in the US as the “Bay of Pigs”), groups of armed counterrevolutionaries kidnapped, tortured and murdered ten of the young teachers. But the young brigadistas, rather than being moved to safety, chose instead to stay with their campesino families who had refused to leave.

Still, one after another, municipalities and provinces nationwide were declared “illiteracy-free zones,” and by the end of 1961—un año sin domingos—the campaign was pronounced a victory, Cuba was proclaimed a country free of illiteracy, and the heroic achievement of so many young people was honored. At a closing ceremony in Havana, thousands upon thousands of maestras, waving enormous pencils to symbolize the campaign, gathered together to celebrate what they had achieved.

All of this history is documented in this 128-page, beautifully designed, bilingual “family album,” Un año sin domingos / A Year Without Sundays. Between 2003-2013, Catherine Murphy, working with The Literacy Project, interviewed over 50 teachers and students who had participated in this monumental campaign. Un año sin domingos is composed of fragments of interviews from 18 of the women and men who spoke of this great experience that transformed their lives—and, indeed, transformed Cuba. Archival photographs, songs, posters and other important and beautiful material from that historical time accompany and complement the interviews.

The large photos are mostly sepia tone, and readers can see the excited expressions on the faces of both the young teachers and their adult students. Color highlights in some places, like a blue sky or a Cuban flag, make the photos even more attractive. Here, on the front cover, are uniformed young people—mostly teenage girls—proudly marching into Havana, holding large banners on which are inscribed “¡Vencímos!” (“We Won!”). Here are the maestras at a rally, honoring Conrado Benítez, the first young teacher murdered by the counterrevolutionaries. Here are two young maestras, riding horseback for the first time. Here are three campesinos at “lunch hour,” intensely studying while their cattle eat. Here is a campesina, laboriously writing her name on a chalkboard. “It was incredible,” a young maestra said, “when they learned how to write their names for the first time. It was like they were discovering themselves.” Here is a young child watching a maestra writing thoughts from José Martí on a chalkboard. A maestra later said,

I learned a lot. I went to teach them, but they taught me many things that I didn’t know. I think I learned more from them than they did from me, because I gave them the light of learning, but they taught me how to be a person.

Here is a letter written by campesino who had just learned to write. And this is what the campaign—and this beautiful book that memoralizes it—is all about:

Amigo Fidel. Te escribo para decirte que ya no soy analfabeto y que cada día me siento más proféro y más feliz con esta Revolucíon que nada ní nadie podra arrebatarnos. Te deseo salud y suerte. Juntos venceremos. (“Friend Fidel. I write to tell you that I'm no longer illiterate and every day I feel more articulate and happier with this revolution that nothing or nobody can take away from us. I wish you health and luck. Together, we will win.”)

And here, on several single- and double-page spreads, are the thousands of young, joyous volunteers in Havana, celebrating the end of the campaign on December 22, 1961. Some are taking photos of this historical moment. Some are wearing the flag: “Territorio Libre de Analfabetismo.” And each is holding up an enormous pencil, the symbol of literacy.

The Cuban literacy campaign is a little-known event here, but it was a year that changed the people of Cuba, campesinos and maestras alike. Catherine Murphy’s documentary, Maestra, and this book bring together living testimony of their struggles and triumphs, and beautiful archival film and photo footage. Both book and documentary are highly recommended. As the Cuban people say, “¡Vencímos!”

*Highly recommended for all home, classroom and library collections.



—Beverly Slapin
 (published 5/7/16)


¿Hasta Dónde Me Amas? // How Far Do You Love Me?

author: Lulu Delacre 
illustrator: Lulu Delacre 
translator /interpretor (English): Verónica Betancourt 
Lee & Low, 2013 
all grades

Stories about children or anthropomorphic young animals looking for boundaries appeal to youngsters all over the world. Sometimes these are teaching stories that give young listeners or readers a safe place in which to think about the limits of what they can and cannot do.

In Margaret Wise Brown‘s delightful Runaway Bunny, a little kid bunny verbally spars with his momma bunny, testing her unconditional love by declaring his plans to run away from home. As the momma bunny joins in the game, the little kid bunny’s imagined escapades—from becoming a fish to a flower to a rock to a bird to a tree to a sailboat to a circus performer to a little (human) boy—finally land him at home, where momma bunny reassures him that she’ll always be around to take care of him. In 1942, when much of the world was at war, momma bunny’s calm reassurance resonated with little human kids and, along with Brown’s Goodnight Moon (1947), still does.

In the years following the publication of The Runaway Bunny, there have been many picture books that focus on children’s or young animals’ testing their parents’ unconditional love for them; each one ends with the parent (usually the mother) affirming an everlasting love for the child.

In 1991, author Barbara M. Joosse and illustrator Barbara Lavallee created the first best-selling “multicultural” version of a child’s testing a parent’s unconditional love: Mama, Do You Love Me?, featuring an Inuk child and her mother. This abysmally written and –illustrated appropriation of Inuit life and culture proved to be a lucrative project, and in 2005, the Joosee-Lavallee team followed with the equally awful Papa, Do You Love Me?, which featured a Maasai child’s testing his father.[1]

An earlier, and much better written, story of the love between mother and child is On Mother’s Lap by Ann Herbert Scott and illustrated by Glo Coalson. This story, originally published in 1972 and republished in 1992, also takes place in the Arctic, but focuses on “showing” rather than “telling.” And the little-known but no less beautiful Mama’s Little One by Kristina Heath, may be difficult to obtain, but is well worth searching for.[2]

And now, multi-talented (and multiple award-winning) artist, author and poet, Lulu Delacre, has created ¿Hasta Dónde Me Amas? and How Far Do You Love Me?, two gorgeous picture books about love for youngest listeners to readers of all ages—containing neither conflict nor testing nor “runaway multiculturalism.” Rather, her lyrical verses that describe the love between adults and children—in both Spanish and English versions—are deceptively simple, yet complex in their connection with the lands and peoples; and stunningly illustrated with soft pastels, lush with intense color.


Each dazzling double-page spread tells a story of its own. From the beautiful sandy beaches of Vieques, to the top of the Grand Canyon, to a freshwater spring in Yucatán, to the unimaginable heights of Machu Picchu, to an enormous glacier in Antarctica, to where the sun and the rain produce a rainbow on the Serengeti Plain, to the crests of the desert in the Sinai, to the lavender fields of Provence, to where the river meets the sea in the Alps, to a Himalaya Mountain Range, to the bright pink water lilies floating on the Mekong River, to a gigantic eucalyptus on Kangaroo Island, to the coral reefs on the ocean floor of Queensland, and back to Vieques, are parents and their children, enjoying each other’s company and living in their worlds.

Here, at the top of a peak in the Grand Canyon area of Arizona, a father talks with his daughter who is perched on his shoulders. Here, in the windswept desert of the Sinai, a mother cradles her infant. Here, in a field of lavender in Provence, three girls pick flowers as an adult watches from a distance. Here, in the Mekong River, a joyful little girl and her parents paddle amidst the bright blossoms of water lilies. Here, on Kangeroo Island, a young boy and his father lean against an enormous eucalyptus tree that just about touches the sky.

The books begin and end with a mother and her young son in Vieques, the place of Delacre’s birth. In the first illustration, the two are lying on the warm sand, and the boy asks, “¿Hasta dónde me amas?” or “How far do you love me?” And on one of the final spreads, the circle is closed as Mamá asks her son, “¿Y tu? ¿Hasta dónde me amas?” or “And you? How much do you love me?” To which the child answers, “¡Yo te amo hasta la luna!” or “I love you to the moon!” and as she kisses her child goodnight, Mamá says,

Y yo, hasta más allá de las estrellas,
donde la luz déjà de verse en el espacio
más allá de universos conocidos
y se vuelve en el amor
que anida dentro,
muy adentro de ti.

And I love you farther than the stars,
to the space beyond the space we know,
where light becomes love
that nestles deep,
deep inside you.

“The inspiration for the original poem in Spanish,” Delacre told me, “was a game I used to play with my own daughters when they were little. We never played ¿Cuánto me amas...? We played ¿Hasta dónde...? It was always fun trying to travel farther and farther away by showing the length and depth of our love.” One afternoon, she said, after going for a walk and thinking about the love she felt for her daughters, she sat down to write what she had composed in her head. “I've traveled to many places in my 32 years of marriage when I wrote the poem,” she said, and “without those trips I don’t think the poem would have come to me so effortlessly. So did it take 45 minutes to write it or 32 years?” Maybe somewhere in between, I’d guess. In any event, it’s clear that Delacre did not sit down to write a marketable bedtime picture book with conflict that called for resolution. And I’m glad for that.

After writing the lyrical Spanish, Delacre gave the text over to her daughter, Verónica, who worked with her mother to craft these books into an evocative dual-language expression of love. Without polemic and without belabored notes about “multiculturalism,” what Delacre shows—rather than tells—is that, across continents, cultures, ethnicities and religions—caring adults love their children.

Some other plusses: On the next-to-last spread, Delacre has hand-lettered “the question” in 23 different languages in order to prompt children and loving adults to play in the language of their choice. There’s also a map that references the 13 locations around the world in which the poems are situated.

However, there was a missed opportunity here that I feel must be addressed, so I’ll direct these questions to the publisher: Why was this brilliant book—originally written in Spanish—published first in a small English-only hardcover, and then later, seemingly as an afterthought, in an even smaller, Spanish-only paperback? Why wasn’t this awesome work seen as important and beautiful enough to have been made into a much larger, hardcover, bilingual book, with the Spanish text predominant? Such an effort would have given more space to the art and would have made the one book accessible to both hablantes and English speakers. And, finally—wow! Why didn’t someone catch that the title on the title page of the Spanish version is missing an initial interrogation mark? (This was a major typo.)

As they stand, both ¿Hasta Dónde Me Amas? and How Far Do You Love Me? encompass a beautiful journey of endless love, without conflict, without testing; and they are highly recommended. Lulu Delacre is a kind, generous spirit—an international treasure whose art and words are a gift. Muchísimas gracias, Lulu.

*Highly recommended for all home, classroom and library collections.



—Beverly Slapin
(published 5/1/16)



[1] See my essay, “Runaway Multiculturalism,” in MultiCultural Review, vol. 15, no. 3 (Fall 2006), p. 114.

[2] See reviews of both of these titles, along with Mama, Do You Love Me?, in A Broken Flute: The Native Experience in Books for Children, edited by Doris Seale and Beverly Slapin (AltaMira Press, 2005), p. 302.

Waiting for Papá / Esperando a Papá

author: René Colato Laínez 
illustrator: Anthony Accardo 
Piñata Books / Arte Público Press, 2004 
grades 2-4 
Salvadoran

In all the news media today, we see terrorized and desperate refugees—many are mothers with their young children, and many are unaccompanied children—running for their lives, fleeing El Salvador, Honduras, and Guatemala, as well as other countries torn by war. They arrive here by the thousands, to the unknown, to what they desperately hope is the relative safety of life in the country whose governmental policies and military practices are responsible for most of the chaos and horror engulfing their worlds. Guided by coyotes—the paid smugglers of humans who couldn’t care less if their charges live or die—many refugees from El Salvador make the perilous trek to el norte; dodging robbers while crossing three countries partially by bus and mostly on foot: up and down mountains, through rivers and across deserts. And soon after the so-called “illegals” arrive here, many are caught, jailed and deported by US immigration police.

The issues of refugees and immigrants are complex; but simply defined, refugees are desperate people forced to flee countries ravaged by war and human rights abuses. They are refugios, looking for safety and shelter. There are also economic refugees, whose livelihoods were destroyed, for instance, by the economic policies of the US toward Mexico. They are, as a colleague mentioned, “leaving home to go into the jaws of the shark.” Immigrants, on the other hand, are people who, for many reasons, move permanently from one country to another. All refugees are immigrants, but only some immigrants are refugees.

Waiting for Papá / Esperando a Papá is Colato Laínez’s story of a young boy who, with his mother, flee to the US three years before the story begins:

When I was five years old, Mamá and I had to leave El Salvador. The detergent factory where Mamá and Papá worked was bombed during the war. Two days later, our house caught on fire. All my toys, all my clothes, and even Papá’s favorite boots were burned. ‘Now, we do not have work, food, or a house,’ Papá said. (emphasis mine)

Here, the author’s use of the passive tense serves to obfuscate the agents of repression and terror, so young readers (even if they themselves are refugees) won’t have a clue about why all of these bad things happened.

Mamá’s father, who lives in the US, applies for and receives visas for his daughter and her son, but Papá has to stay behind. The story, though Beto’s eyes, is how the family eventually reunites.

Beto and Mamá quickly and easily obtain a visa. They arrive here by airplane, which is highly unusual for refugees from El Salvador, then or now. While in El Salvador, Beto narrates, Papá could not find work, and “going out in public was very dangerous.” But in their new home, by contrast, Mamá quickly and easily finds a job in a sewing factory and, after a year, has saved enough money to hire an immigration lawyer. It’s also assumed that they quickly and easily find an inexpensive place to live. Although the story hints that the family is seeking refuge here, through a series of unlikely events and occurrences, it belies the terror and uncertainty of the refugee experience.

Later, his teacher tells the children about Christopher Columbus. In this odd and historically inaccurate paragraph that infers that Columbus was the “first immigrant,” the author, through Miss Parrales, apparently tries to normalize immigration:

“Did you know that when Christopher Columbus discovered the Americas, many people from Europe came to what we know as the United States? Since then, millions of people from other countries have come. They are called ‘immigrants.’ I am from Mexico. I am an immigrant, too.”

At this point, Beto raises his hand and excitedly reveals that he, too, is an immigrant; and that his Papá could not come, but he hopes that they will soon be reunited.  Miss Parrales’ and Beto’s dialogues are neither natural nor believable. Both exist only to convey information—as well as to conflate refugees with other immigrants.

Soon, Mr. González, who is from Nicaragua and works as a radio host for “Voice of the Immigrant,” visits Beto’s class and suggests that, since Father’s Day is soon approaching, students write letters to their fathers “to tell him why he is special.” Since it’s widely recognized that many children either don’t know or have lost their fathers, exercises asking children to write letters to fathers is bad teaching practice, even if it’s suggested by a guest who should and would know better.

So Beto writes a beautiful letter, on the back of which “I drew my Salvadoran house on fire. I also drew Mamá screaming and Papá holding me in his arms while I cried.” What’s Beto’s motivation? Children who are refugees and other immigrants don’t write home about what a bad time they had at home. Rather, they’d be more likely to say, “I miss you,” and draw a picture of where they are now to make it look attractive so their relatives would come faster and be reunited with the family in this great place.

Beto is invited to appear on Mr. González’ radio show. While they’re on the air, an immigration lawyer phones and tells Mamá that “Papá will come home soon!” A few days later, Beto and his classmates gather a huge number of aluminum cans, which, “within a couple of weeks,” they take to the recycling machine and are paid $80, with which Beto purchases a pair of boots for Papá (exactly like the ones that were destroyed in El Salvador). And. “On the very next day,” Papá arrives by plane, and joins Beto and Mamá “in a big tight hug.” And. “On the last day of school,” Miss Parrales presents Beto with “a trophy for perfect attendance and a certificate for good behavior,” both of which he gives to Papá, along with the boots the child had bought. More big hugs, and Papá promises to be with Beto “forever.” The End.

Accardo’s bright pen-and-ink and watercolor art reflects the story, so much so that each child in Beto’s multiethnic classroom appears to represent a different continent. And, although the Spanish translation (with no translator noted) appears to be grammatically accurate, it’s as unexciting as the story.

The events in Waiting for Papá / Esperando a Papá are inappropriate and unrealistic, the dialogue is trite and wooden, and the story is contrived with too many coincidences and an all-too-neat resolution. It would not be a stretch to say that all refugee and immigrant kids dream of reuniting with their families. Waiting for Papá is the author’s attempt to write this dream—it’s hopeful, but in reality the dream is almost never realized. Colato Laínez was himself a refugee from the 12-year “civil war” in El Salvador, in which the US financed and trained the right-wing military and the death squads. Waiting for Papá / Esperando a Papá was Colato Laínez’s first children’s book and, fortunately, some of his later ones are better. As it stands, this one is not recommended.

—Beverly Slapin
(published 4/29/16)