I Love You, Baby Burrito

author: Angela Dominguez

illustrator: Angela Dominguez

publisher: Roaring Brook Press, 2021

preschool-up (Mexican American)


On the cover, a tightly-swaddled infant, fists slightly emerging, is fast asleep in an oval cradle—resembling a “baby burrito” in a basket.


Next to a birdhouse in the crook of a tree, a protective mamá and papá robin greet their newly hatched nestlings; while inside their home, a mixed couple celebrate the swaddling of their new café-con-leche infant. 


Dominguez’s artwork—using a gentle, pastel palette of watercolor paint and colored pencil combined with digital imaging—lovingly portrays the first few hours in the lives of the young couple together with their beyond adorable bebé.


Throughout, one of the dominant colors is a soft green, which readers will see on the cover and the infant’s cap and blanket, and a toy llama. While most of the English text is set in black type, each larger bolded word and phrase in Spanish, appearing together with an illustration—is highlighted in the same, gentle green, and merges with the other design elements.


As the new parents speculate on their baby’s face, fingers, and toes, Dominguez deftly conveys the meanings of the Spanish words and phrases by her illustrations—“This is your delightful carita, which I think looks a little bit like mine. And these are your precious manitas and deditos…that I could gobble up”—and there’s also a helpful Spanish-English glossary and pronunciation guide on the final pages. 


As their baby awakes and begins to signal distress, one of the parents asks:


Speaking of . . . 

Are you hungry? 

¿Tienes hambre?


I Love You, Baby Burrito is a serene and tranquil portrait of a loving family welcoming their new addition.


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


—Beverly Slapin

(published 7/18/2021)

Little Polar Bear: Where Are You Going, Lars? / El Osito Polar: ¿Adónde vas, Lars?

author: Hans De Bee
illustrator: Hans De Beer

translator (English): Dr. Kristy Koth

translator (Spanish) Beatriz Bernabé

NorthSouth Books, 2020; ages 8-up


This first book in the classic “Little Polar Bear” series by Hans de Beer was published in Switzerland in 1987 under the title, Kleiner Elsbär—Wohin Fährst du, Lars? In 2020, NorthSouth Books, in association with Edition bi:libri, co-published this story in ten bilingual editions. The bilingual (English-Spanish) version is reviewed here. 


After learning from his father the things that a young polar bear needs to know, young Lars and his dad build their snow piles and settle down to sleep. But when Lars wakes up, his dad is gone and he is all alone with his little snow pile, stranded on an ice floe in the middle of the ocean.


Lost and frantic, Lars encounters a friendly hippo, who takes him across the river; a helpful eagle, who escorts him to the bay; and a generous whale, who navigates him home to his family. 


The Spanish translation is excellent. When Lars meets the hippo, for instance, “a huge animal emerges in front of him,” and Lars runs away. “Wait, wait! I’m just teasing you!” yells the big animal. The idiomatic Spanish—“¡Espera, espera!¡Sólo te estaba tomando el pelo!”—translates literally as “Wait! Wait! I’m just taking your hair!”


The author’s beautiful illustrations—in what appear to be pen-and-ink and mostly pastel-hued watercolors—complement this warm story of a bear cub in a cold environment.  


Unfortunately, in centering the little bear’s whiteness—making whiteness thematic—the story dives into precarious waters. While, of course, it’s appropriate to describe a polar bear as white, and ice as white, there is this: 


  • The hippo asks him: Why are you so white?
  • And he answers: Where I come from, everything is white!
  • When Lars and his eagle-friend stray into Africa (a racially and ethnically mixed continent) the eagle appears to signify: Well, well, a polar bear in Africa! You’re a long way from home…
  • When Lars arrives home and tells his father about his adventures, his father asks, And no one there was white? Not anyone?


Used with caution, and possibly as an instrument for discussion with older readers, Little Polar Bear / El Osito Polar is recommended.


—Beverly Slapin

(published 7/16/2021)



The Rainbow Fish / El Pez Arcoíris

 

author: Marcus Pfister

illustrator: Marcus Pfister

translator (English): Dr. Kristy Koth

translator (Spanish): Dr. Olga Balboa Sánchez

North / South Books, 2019, preschool-up


In 1992, Marcus Pfister wrote, illustrated, and published Der Regenbogenfisch in Switzerland. In 2019, Dr. Kristy Koth translated the story into English (The Rainbow Fish); and Dr. Olga Balboa Sánchez set it into Spanish (El pez arcoíris). This English / Spanish bilingual story is the product of these talents. 


On the cover is a fish—“the most beautiful fish in the ocean”—whose textured scales literally sparkle in all the colors of the rainbow. As the story begins, the other fish invite him to play, but he ignores them because he’s way too busy showing off his sparkling scales. When a little blue fish asks him for one of his beautiful scales, he refuses to share. This guy—let’s call him “Rainbow”—is so full of himself that the other fish decide they no longer want anything to do with him—and he becomes “the loneliest fish in the whole ocean.” 


On the advice of a helpful starfish-therapist, our sparkly-but-egotistical Rainbow consults the ocean’s resident wise Octopus, who suggests that Rainbow give each fish one of his scales—so he could trade, as it were, beauty for friendship and happiness. This is a majorly difficult choice for Rainbow. 


But once he starts giving away his sparkly scales—the first one to the little blue fish who had previously asked him for one and whom he had rebuffed—Rainbow changes. He begins to feel happier with each gift and he begins to know what it is to have friends—“The more sparkly the water became, the more he enjoyed being among the fish.” In the end, Rainbow has only one glitter-scale left, and each of the fishes has one as well. And the entire ocean sparkles.


Pfister’s ink and watercolor art on a blue, green and sometimes purplish “ocean” background enhances Rainbow’s colorful metallic glitter scales; and as Rainbow distributes his sparkly scales to the other ocean denizens—leaving only one for himself—he realizes what it is to be happy, and goes off to join them in play. Two particular favorites are the illustrations in which Rainbow gives one of his sparkles to the excited and happy little blue fish, and another in which all the fish—each with one sparkly scale and a fishy grin—swim around Rainbow.


Rather than producing an exact Spanish translation, Dr. Olga Balboa Sánchez’s use of conversational Spanish demonstrates her own storytelling talent. For instance, where the English reads, “But he wasn’t a normal fish, no!” the Spanish reads, “¡Pero no era un pez cualquiera, no!” (“But he wasn’t just any fish, no!”) And when Rainbow ignores his friends, gliding past them, “silent and proud, letting his scales glitter,” the Spanish reads, “Pero el pez Arcoíris siempre se deslizaba callado yorgulloso a su lado mostrando sus escamas brillantes” (“But the Rainbow fish always glided quietly and proudly by their side showing his shiny scales.”)


Young readers and listeners will particularly enjoy Rainbow’s textured sparkly scales on the cover. 


With shimmery holographic art providing the textured fishy sparkles, The Rainbow Fish / El Pez Arcoíris is a delightful story that encourages young children to experience the joy of sharing.  


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


—Beverly Slapin

(published 7/14/2021)


Peace // Paz



author: Baptiste Paul

author: Miranda Paul

illustrator: Estelí Meza

translator: Aida Salazar

North / South Publishing, 2021

preschool-up



Peace can begin with a laugh and a wave,

and grow into actions remarkably brave.


La paz puede comenzar con una risa y un hola,

y crecer en acciones notablemente valerosas.


In Peace and Paz, young readers encounter children of various ages, cultures, ethnicities, genders, and skin tones. Two of them wear eyeglasses and one uses crutches. All are shown working and playing together in different environments, enjoying each other’s company—and the company of a multiplicity of animal friends and families as well.

In both the English and Spanish versions, each double-page spread consists of a perfectly rhymed couplet on one side, accompanied by a gorgeous illustration whose theme speaks directly to young readers: 

Peace can begin with a laugh and a wave // La paz puede comenzar con una risa y un hola…—two smiling children, accompanied by a colony of penguins, greet each other across an ice floe—… and grow into actions remarkably brave. // “y crecer en acciones notablamente valerosas —while a large shoal of big fish and little fish, swimming together to form an image of one enormous fish, fearlessly confront an unsmiling, possibly confused, shark.



Estelí Meza’s outstanding, vividly colored artwork—rendered in acrylic paints, graphite, colored pencil, and digital media—is strikingly reminiscent of a Cuban-based poster art style of flat features on humans, animals and flowers—each incorporating solid individual colors with no shading. 


Peace can be bold // La paz puede ser valiente… As a smiling fox, and a rabbit mama and her baby watch, a smiling girl swings upside-down from a tree limb…. or quiet and snug // o tranquil como un abrazo caliente, another child cuddles a rabbit, who appears to enjoy the attention.


In addition to the beauty of her artwork, Meza’s details are spot-on perfect. For instance, one girl, using a pair of forearm crutches, stands with one crutch leaning between her upper right arm and against her body, which frees her to reach out to a monarch butterfly flitting close enough to touch. In another illustration, she comfortably balances herself on both crutches, while she converses with a nearby rabbit.


Animals and / or insects accompany children—or vice versa—on virtually every page. Astute child readers and listeners will locate a dove, an international symbol of peace—sometimes alone, often with an olive twig, also a peace icon—on every double-page spread. As well, children will see myriads of fragile-seeming monarch butterflies, symbols of metamorphosis and strength, transformation and hope.


The final spreads fold outward into four pages and inward into two. On the four-page spread, youngsters see all of the children and the smaller animals playing in open space. When the pages are folded inward, readers see a single girl at a small campfire—with a dove on her shoulder and a monarch butterfly flitting overhead—reading to the attentive group of children and animals.


In perfectly rhyming couplets—without either version’s missing a beat or a nuance—both Peace and Paz will be enjoyed by young Spanish-speakers and English-speakers alike. And, read aloud together by an enthusiastic bilingual adult, they just might learn some of each others’ language as well. 


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


— Beverly Slapin

(published 7/12/2021)

La Llorona: Retelling a Mexican Legend

author: Wim Coleman

author: Pat Perrin

illustrator: Martha Avilés

Red Chair Press (Lerner), 2015

grades 3-5

“Aztec”



REVIEW OF THE INTRODUCTION


La Llorona (The Crying Woman) is a sad and haunting tale from Mexico. Parents have told the story for hundreds of years to misbehaving children and to guard against vanity. Some say the story is about Spanish conquistador Hernán Cortés and a native Mexican woman who served as his translator. Her loss can be compared to the loss of native Mexican culture after the Spanish conquest.


The “native Mexican woman who served as (Cortés’) translator” was Malinalli (aka, “la Malinche”).


Long before Columbus came to the Americas, a similar legend was told by the Aztec people. Some very old European legends are also a lot like this tale. So perhaps those stories from the New World and the Old World got mixed together as they were retold.


The story of La Llorona is not an Aztec story. La Llorona (typically known as Citlali) was not an Aztec woman. She was from Xochimilco, a tributary kingdom of the Aztecs (whose inhabitants also spoke Nahuatl).


Sometimes the legend is mixed with the story of a real woman. La Malinche was an Aztec woman who helped the Spanish warrior Hernán Cortés. La Malinche and Cortés had a son together. Some stories say that La Malinche killed the child when Cortés left her for a Spanish lady. (This is probably not true.)


Malinalli (aka La Malinche, aka Malintzin) was not an Aztec woman. She was from a town near the Coatzacoalcos River, a tributary nation of the Aztecs. She was probably of mixed Popoluca and Nahua ethnicity. Malinalli did have a son with Cortés, and she did not kill him; rather, she raised him until Cortés took the boy with him to Spain. Malinalli never saw her son again.


Others say that the story of La Llorona is about Mexico’s history. They think that it is really about the bitter meeting of Aztecs and Spaniards after Europeans first came to America.


No, it’s not. It’s about a real woman who “chose” to sacrifice her children rather than to surrender them to colonialism. 


To many people, this is more than a story. Countless people claim to have heard, seen, or even met the Weeping Woman. And in Mexico, children are warned not to go out at night because La Llorona might take them away. 


“Countless people” have claimed countless things about countless occurrences. The story of La Llorona is a story rooted in the history of colonialism, and, for Mexican and Mexican American children, it has morphed into a scary, sometimes cautionary, bedtime story.


—David Bowles

(published 7/1/2021)



                                               REVIEW OF THE STORY



This project for third-graders—allegedly “Setting the Stage for Fluency”—presents as a story within a five-scene play. The “cast” consists of the narrator, Older David, a Mexican American man in his 30s; Younger David, at ten years of age; Tía Viviana, David’s aunt; José and Lilia, Tía Viviana’s servants; La Llorona, the spirit; and María (who becomes La Llorona). The settings are Tía Viviana’s home in Mexico, La Llorona’s nightmare world, and the village where María lives. The time frames are the present, the past (when David was 10 years of age), and the “more faraway past” of the “La Llorona” story.


SCENE ONE: Young readers meet “Older David,” telling of when he was “Younger David,” and his Tía Viviana, who speaks in short, italicized, Spanish words or phrases—which Older David translates on the spot or before she actually utters them—and whose pronunciation is shown at the bottom of each page. For instance, “¡Mi casa es tu casa!” becomes the incorrectly emphasized syllables, “Mee CAH-sah ehs too CAH-sah!” There are also bolded English “vocabulary” words, such as foyer and patio.


SCENE TWO: Older David describes the scenes and characters, while Younger David appears in the story. Now he’s in bed at Tía Viviana’s home. La Llorona shows up, scratching at the door and screaming, of course: ¡Aaaiiiiii! And then she screams again, but first, Older David translates from the future: “Help me, please,’ she cried.” ¡Ayudame, por favor!


Then, Younger David (in the past) questions La Llorona, while Older David (in the present) describes her.


Younger David: Who are you?


Older David: Her thick, black hair hung down to her ankles. Her hair was tangled up with twigs and briers. Her long, white gown was badly torn and faded. Large patches of it were stained and caked with dry, brown mud. Or was it blood? A lacy white veil hung over her face.


At this point, Older David confesses: I was terrified—but my heart was full of pity. (Young readers are forgiven for not knowing what this all means.)


Younger David wants to see her face and Older David notes that she is sobbing: She lifted her hands in a pleading motion. Those dull-colored, bony hands had frightfully overgrown nails. This woman appears to be majorly in need of a meal and a manicure.


Younger David notes that La Llorona speaks English, but the ghost reassures him (in English) that she does not speak at all: You hear me only with your heart. While Older David and Younger David appear to be competing for space here, Younger David follows the ghost. 


In this chapter, young readers learn landscape and plateau.


SCENE THREE: La Llorona waxes philosophical and young readers will have to figure out what this all means (because it’s independent reading and their teachers have left the room):


All rivers are one river. It is the river that flows through all our hearts. Listen to that rumbling. It is the war in our blood.


To which Older David responds: “I grew dizzy at the sight of that rushing red-brown water.” (Yeah, young readers majorly don’t want that crap flowing through their blood.)


So, the sobs stop “exploding from her throat” and then they rise up again, “threatening to drown her words.” (Young readers may be confused or bored by all this drowning metaphor stuff, but since this is independent reading, no one will know if they skip a few pages.) 


La Llorona starts to narrate to Younger David: “I was a young woman, a peasant of pure Indian blood. Very poor. It was so long ago…” (We don’t know what “pure Indian blood” may have meant—if anything—at that time, nor do we actually know what it may mean today.)


SCENE FOUR: María is gorgeous and she knows it. According to the artwork, she hides her alleged poverty by dressing in gorgeous, expensive clothing. She demonstrates her indigeneity by wearing large gold hoop earrings and carrying a clay pot. She seems to enjoy being ogled by all the young men, two of whom have handlebar mustaches, so readers will know they’re Mexican.


One day, she says, she was walking by the cantina and sees a beautiful horse, who “bore a saddle of excellent leather, sparkling with silver decorations…” She hears someone inside playing a guitar and singing:


Yo soy como el chile verde, Llorona,

picante pero sabroso.


(Yoh soy COH-mo ehl CHEE-leh VEHR-deh, Yoh-ROH-nah, / pee-CAHN-teh PEH-roh sah-BROH-soh.)


OK, wait! Stop! The guy inside the saloon is singing a song to (about?) Llorona, who is still María (but hey, no one will notice how ridiculous this time-travel stuff is getting because it’s independent reading and no one really cares, anyway).


So María notices that the guy who’s singing is white, and therefore, a prize catch: He was blond, fair-skinned. His face was lightly sprinkled with freckles. I was sure he was of pure Spanish blood. He’s wealthy. They flirt. After a short courtship, she agrees to marry him. 


“We lived on his grand hacienda. We had two beautiful children.”


Fast-forward. Really fast. Her wealthy white husband takes a girlfriend (or another wife). He disdainfully refers to María and their children as “peasants from the village,” so María (now, the narrator) confesses (to the reader) in a soliloquy worthy of an imitation of something Shakespeare might have written had Shakespeare been a hack writer:


Why did I do what I did then? Did I hate my little ones? Did I think my husband had stopped loving me because of them? Or did I pity them because he no longer wanted them? Did I pity them so much that I’d rather they died than suffer from his neglect? Or was it simple madness? I took each child by the hand. I led them here, to this place. I pushed them off this ledge and watched them fall into the water. As the current carried them away, they called out…


“I ran and ran until my heart burst,” she continues. “I fell dead to the ground. And yet… here I am. Still trying to save my children.”


SCENE FIVE: Older David knows he is about to die. (Young readers are mystified. So is this reviewer.) “But there is one thing I wanted first,” he says, so Younger David asks La Llorona to show her face.


Back to Older David: Slowly, she lifted her veil. Her brown skin was parched and cracked. Her long, rotted teeth stuck out. Her lips were thin and dry. Her eyes were gone—dried up from weeping. Oh, the hundreds of years of suffering! It had ruined that once beautiful face! I began to cry myself. I began to pray [for her].


Older David becomes Younger David again, and Younger David (who now has some kind of a fever or something), tumbles to the ground.


SCENE SIX: Younger David wakes up. He’s lying in bed, and Tía Viviana is touching his forehead with a cool, damp cloth. José had found him by the arroyo. He tells his aunt that he met a woman, and his aunt knows who she is, because she had snatched his aunt’s little girl, who never came back. Then, when Younger David tells Tía Viviana about the things that La Llorona told him (“she spoke of a war in the blood”), his aunt responds:


Yes, it’s the war between the conquerer and the conquered. The war between the Spaniard and the Indian, the ruler and the ruled. The war between the rich and the poor, the man and the woman. Do you understand?


I don’t.


Then, they talk about the expression, “ni modo,” which Tía Viviana says a lot. “Ni modo” is a short form of “no hay ni modo” or “there is not any way (of getting something done”), and  best translated as “oh, well” or “that's too bad.”


Older David chimes in: He doesn’t believe in ghosts, but he believes in giving peace a chance: “those terrible wars that rage in the blood… I believe that there is always something to be done. And there is always something more to be said. Together, we can somehow learn to end these wars forever.”


The illustrations appear to have been executed in Photoshop. The colors are bright and the details are about what one would expect of an abysmally written, poorly executed story in a mass-produced series. 


La Llorona: Retelling a Mexican Legend is not recommended. 


—Beverly Slapin

(published 7/1/2021)


Muchísimas gracias a mi amigo y colega, David Bowles, por su paciencia y generosidad. Once again, I want to thank David for all he does to move the community forward. ¡Palante!

—BHS

¡Corre, Pequeño Chaski! Una Aventura en El Camino Inka // Run, Little Chaski! An Inka Trail Adventure

author: Mariana Llanos

translator: Mariana Llanos

illustrator: Mariana Ruiz Johnson

Barefoot Books, 2021

all grades 

(Inka)


On the cover, a llama, a vicuña, and the Inka sun (Tayta Inti) watch as a young chaski—on his first run on the Inka Trail as a messenger to the Inka royals—tightly grasps his khipu, the rope and hanging knotted threads that will communicate an important message he must deliver. On a cord around his neck hangs a pututu—a conch, the giant seashell that is used, even today, to call everyone together. In Inka times, chaskis blew on the shell to let people know they had arrived at their destination.


Born to a family of chaskis, this boy has been taught that, to become one of them, he must be strong, swift, and sharp—but most of all, he must never be late. As Little Chaski” begins his run to carry a message from the Qoya (the Queen) to the Inka (the King), observant young readers will keep their eyes on the khipu.


First, the young chaski accidentally knocks down a chinchilla, and stops to apply first aid. Then, he rescues an allqu (a Peruvian wild dog), who has fallen into the river. As the boy resumes his run (and young readers will see the chinchilla passing the khipu to the dog), he spots a condor, trapped in a tree. Taking care not to get hurt, Little Chaski frees the condor (whom young readers will see in a tiny illustration, accepting the khipu from the dog). It’s getting later and later, and Little Chaski is getting more and more worried. Finally, “he shoots through the temple doorway just as Tayta Inti’s last rays sink behind the mountains.” 


The Inka and some of his people are there—impatiently waiting for the khipu—and the boy realizes that it’s gone! But. Just when everyone expects the worst, his three grateful friends appear—and drop the khipu into the boy’s hands! Of course, Little Chaski is relieved, and after he relates the story, the Inka honors him for his kindness and generosity. Not only is he now an official royal messenger, he also has a new name to suit him: Big-Hearted Chaski.


There is so much to enjoy about this heartwarming story, both the Spanish and English versions. (The author wrote them simultaneously, so there’s no word-for-word translation and readers can enjoy one or both interpretations.) For instance, when the boy is little more than a toddler, his male relatives advise him: “


“Be sure to be strong,” says Brave Chaski, his older brother. 

“Be sure to be swift,” says Big Chaski, his father. 

“Be sure to be sharp,” says Wise Chaski, his grandfather. 


And in the Spanish:


—Sé fuerte—le recuerda el valiente Chaski, su hermano mayor.

—Sé veloz—le recuerda el gran Chaski, su padre.

—Sé astuto—le recuerda el sabio Chaski, su abuelo.


(In the English version, they tell him and in the Spanish, they remind him.)


Inka iconography is represented throughout. Especially notable is the Inka sun—Tayta Inti—who has his own personality. Young readers will see him—fully or in part, with varying facial expressions—on virtually every page or spread that depicts daylight. At dawn, for instance, Tayta Inti yawns—it’s time to wake up and light up the world. Next, a concerned Tayta Inti peeks through a trapezoidal window as the Qoya hands the youngster an important khipu to bring to the Inka. Tayta Inti is worried as he sees animals in trouble—and relieved when the human youngster stops to help them.


As the young chaski runs—and Tayta Inti keeps an approvingly watchful eye on him—he trips over a chinchilla and bandages his paw, rescues an allqu (a Peruvian hairless dog) stuck in the river, and (very carefully) frees a condor, trapped in a bush. When he finally arrives at the Inka’s temple, he finds to his horror—and the Inka’s rage—that the important khipu is lost. 


In a parallel story—half-hidden in the illustrations—the animals whom the young chaski had rescued find the dropped khipu and pass it to each other. The stories merge as the “three grateful friends soar from the clouds” and drop the message into the youngster’s hands. The boy is relieved and the Inka is impressed—so much so that he proclaims the child an “official Chaski of the Tawantinsuyu,” and in recognition of his kindness, the Inka names him “Big-Hearted Chaski.”


“Everyone cheers,” the story ends, “And Big-Hearted Chaski’s smile glows brighter than Tayta Inti.”


Mariana Ruiz Johnson accomplished her bold, vibrant, intensely-colored “digital collages” by first hand-painting the textures, using pencil, scanned paper, acrylics, and gouache; then scanning them and creating the illustrations using Photoshop. That her characters are stylized, yet individualized—complexions vary among the human characters, for example—is unusual and refreshing in a picture book such as this one. Observant young readers will especially notice—and call attention to—the series of rescued animals holding onto and passing the khipu to each other. 


In addition to the full-page illustrations and gorgeous iconography—such as the patterns on clothing and vases, for example—Ruiz Johnson’s beautifully decorative endpapers hold miniature versions of the animals interspersed with khipus.


Back matter includes a helpful glossary of Quechua words, a map of the Inka empire superimposed on a partial map of South America, accessible information about the Inka Empire, the Inka Trail, animals in South America, and use of the spellings, “Inka” and “khipu” as opposed to “Inca” and “quipu.” Another section poses and answers questions about the Inka and the important work of the chaskis.


“Small” details, such as the author’s use of the Quecha spellings of the people’s name,“Inka,” rather than the colonial Spanish spelling,“Inca”and “khipu” rather than “quipu”—signals that the people are reclaiming their languages, changes the narrative and, for older readers, opens up conversation about Indigenous peoples and Indigeneity.


¡Corre, Pequeño Chaski! Una Aventura en el Camino Inka and Run, Little Chaski! An Inka Trail Adventure are playful, historical fiction picture books. And they are much more. 


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


—Beverly Slapin

(published 6/28/2021)


A Thousand White Butterflies

 

authors: Jessica Betancourt-Perez and Karen Lynn Williams

illustrator: Gina Maldonado Charlesbridge, 2001 

preschool-grade two (Colombian)


It is snowing outside. A young girl, wearing an orange sweater and brown braids with matching orange hair ties, rests her elbow on the windowsill. Next to her is a hot taza de café to keep her warm. She is looking out at the reader, deep in thought, imagining her first day of school in this new country. On the outside, another young girl—a red-haired white child with eyeglasses—holding a snowball and bundled up in cap, coat and boots, glances at her and walks by. 


Young readers will learn that the girl’s name is Isabella and she has immigrated here with her mom. The two are staying with Abuelita, while Papa waits in Colombia for permission to travel. Today is Isabella’s first day of school in the United States, and her excitement is palpable. Until it starts to snow—“Mariposa wings dance in the sky. It looks like a thousand white butterflies”—and school is cancelled for the day.


Isabella narrates the story in English, and speaks Spanish in dialogue with her family. Without clunky translations that often litter children’s books, both languages here are accessible to young readers, who will easily understand who’s speaking and what they’re saying.


For instance, 


“¡Levántate!” Abuelita calls.

But I am already awake.


Maldonado’s digitally-colored illustrations, textured with crayons and acrylic paint, are excellent. Family members—Isabella, Mama, Papa and Abuelita—have varying brown complexions and hair colors and textures from curly to straight. The other children are shown as a mixture of ethnicities, both darker- and lighter-complected. And in comparison, everyone contrasts with the weather forecaster on TV—a blonde-blonde, whose skin is ghostly-pale. 


Although school has been canceled for the day, Isabella makes a new friend—a pale-faced red-haired English-speaker with eyeglasses (the girl who walked by her on the cover) who shows her how to make snow angels. “I don’t know all her words,” Isabella narrates, “but I understand enough.” 


That evening, Isabella draws a picture to send to her Papa: it shows herself and her new friend and their “snowman with its smile the colors of Abuelita’s beads.” When Papa calls her she says that she will tell him that “La nieve es hermosa.”


“Tengo una nueva amiga,” I whisper in the dark.

Tomorrow I’ll go to school. With my new friend.


The back matter contains authors’ notes, “more info” about immigrants and refugees, and a glossary of Spanish words. Sharing a page is an illustration of Isabella and her new friend at school. They are both smiling, and Isabella waves to the young readers.


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


—Beverly Slapin

(published 6/26/2021)

Me Oh Maya // You Wouldn't Want to Be an Aztec Sacrifice!

It's no secret that I’m a fierce advocate for literary dignity and equity in publishing. I want to see many more books by writers from underrepresented groups (BIPOC, disabled, queer) published each year for kids and adults alike. However, some folks misinterpret that mission as an implied disavowal of any book written by someone outside the culture depicted in its pages. But I actually do think it’s possible (and for secondary characters, outright desirable) for an author to write about characters and communities that don’t perfectly align with their own lived experiences. 


The catch? It’s hard work. You have to put in the time. Research. Advocate. Uplift. Live alongside and be a friend and ally to people from the group in question. Then write with respect and pay a cultural expert from that community to review your manuscript and give you feedback (then incorporate their suggestions or corrections).


“Why, David?” I imagine someone asking. “What’s the worst that can happen?” 


The short answer? People can be insulted, deeply hurt, or perhaps even permanently scarred by mistakes you make.  


I want to take a look at two examples of authors writing “outside of their lane” and getting things horribly wrong. Mind you, anyone can screw up when writing. We’re human. But these are books from major publishers whose entire teams really dropped the ball in terms of literary dignity.


First up is Me Oh Maya, book 13 of Jon Scieska’s The Time Warp Trio. (It’s the volume that made my son Angelo abandon the series, by the way.) The three protagonists—friends Joe, Sam, and Fred—are yanked from their basketball game back in time to a Maya ballcourt. 


Let’s get something straight right away. Maya people still exist. Seven million of them, in fact, in southern Mexico and Central America, with tens of thousands more living in the US. So if you decide to write about pre-invasion Maya, you’re depicting living people’s ancestors, folks who still speak that language and preserve many of those customs. 


Which is why it’s so disappointing that Me Oh Maya jumps immediately to bloodshed and human sacrifice on the first page: “Explain yourselves or your blood will be spilled in sacrifice,” says a “short brown-skinned guy in a wild feathered headdress.” Two pages later, Sam explains “their habit of sacrificing humans,” adding that the high priest is “not kidding about that rip-your-hearts-out.”


By way of explanation, all of this is wrong. Strangers would not have been immediately sacrificed. The intermittent offering of human blood to the gods was a solemn religious ritual at particular times of the year that ensured the wheels of cyclical time kept turning. Those sacrificed were prepared and treated with dignity for many months. Their families were typically compensated after their death. A better analogy for Maya sacrifice would be soldiers who are sent on missions from which they know it’s unlikely they’ll return. That kind of sacrifice, not horror-movie, death-at-the-hand-of-a-slasher kind of death. To call that sort of patriotic, pious laying down of one’s life a “habit of sacrificing humans” by “short brown-skinned” people is problematic, to say the least. 


All that aside, for that to be the IMMEDIATE go-to image for the writer of children’s books when he thinks of the Maya? Gross. Indicative of some deep-seated privilege and ignorance. Imagine if every children’s book written about the US by people not living here featured gun violence. Yes, it’s a part of US life, but hardly the defining aspect of our existence.


But, of course, human sacrifice is the main plot contrivance of Me Oh Maya. The boys use basketball moves to wow the people of Chichén Itzá and win the game (the book mistakenly asserts that losers get sacrificed—imagine how impossible it would be to keep a game going for a year, much less centuries, if that were the case). However, the high priest, who they think looks like their Latino teacher Mr. Ramírez on a bad day, decides to sacrifice them anyway.


That’s when he reveals his name: “Kakapupahed.” The kids have a field day with this, and I’m sure the author and editor found it hilarious.


But making up a name that sounds like foolish words in English to mock a people’s language? That’s straight-up racist. (The invented word is also meaningless in the Itza Mayan language, which furthermore lacks the consonant “d.”)


The book makes some attempt at presenting life at Chichén Itzá as otherwise pleasant and fascinating (though frankly generic Mesoamerican in the details of cuisine, etc.). The boys find an ally in the high priest’s nephew, named “Jun,” or “One,” which is one half of a normal Maya name at the time—they consisted of a number from 1-13 and one of 20 day signs, so it would have been more realistic if the kid’s name was Jun Balam (One Jaguar) or something along those lines. 


It’s nice that Jun and his mother are key to the Brooklynites’ victory and return to the future, but all those moments are marred by the cultural insensitivity, obsession with the lurid or “exotic” aspects of Maya communities, and racist humor. A Maya or Mestizo (part-Indigenous) child reading this book will find their people stereotyped and mocked. How is that pain justifiable? 


A duo of British creatives (author: Fiona Macdonald, illustrator: David Antram) are the guilty parties responsible for the even more reprehensible book You Wouldn’t Want to Be an Aztec Sacrifice! Gruesome Things You'd Rather Not Know. (Scholastic, 2001). The reader is cast as a random Mesoamerican (presumably Nahua) from some far-flung conquered town who gets captured by “Aztecs” in a flower war and taken back to Tenochtitlan to be sacrificed. Now, flower wars certainly happened. The Triple Alliance—the Mexica, Texcoca and Tlacopaneca peoples now referred to as Aztecs—did require tribute and take warriors prisoner for sacrifice.


But the author has first of all decided to linger on all the lurid aspects of that interchange without noting that the OTHER side also took “Aztec” prisoners for sacrifice.

In fact, the book treats the unnamed protagonist as shocked again and again at “Aztec” beliefs and practices, even though the Triple Alliance was culturally Nahua just like most of the rest of Central Mexico, multiple nation states worshipping the same gods in essentially the same ways. 


The book also abounds with exotification and inaccuracy. Because of religious symbols on shields, they are referred to as magical: “Many soldiers believe the magic will protect them on the battlefield.” I can’t imagine the creators of the book saying the same about a cross on the shield of a British knight. The Aztecs are called “energetic and warlike,” “fearsome,” and “ruthless.” Captives are marched through a stereotypical northern Mexican desert to reach Tenochtitlan rather than the actual pine forests that once surrounded Lake Texcoco in the Central Highlands. 


Literally every page has at least one completely false statement, from the assertion that all priests stank because of putrid blood in their hair (only one sort of priest had this practice) to the baffling comment that some deceased Nahuas “make a long, miserable journey through the underworld before they finally perish in hell,” which completely miscasts the role of Mictlan (not to mention the fact that the Nahuas didn’t believe in hell). Wherever there’s a debate in scholarship, the creators side with the most extreme, titillating interpretation, as with the possibility of cannibalism (for which the evidence is mostly Spanish, post-Invasion, and in dire need of Indigenous religious context). 


As with Me Oh Maya, the inaccuracies and lies are especially harmful because today there are 2.5 million Nahuas (descendants of the “Aztecs” and the related nations they conquered) in Mexico and Central America plus thousands more in the US. In addition, many Mexicans and Mexican Americans of mixed heritage (we often call ourselves “mestizos”) are heirs to a syncretic culture that blends Nahua and Spanish traditions and language. We grow up proud of the accomplishments of the “Aztecs,” Toltecs, and other pre-Invasion Nahua peoples. 


For our children, You Wouldn’t Want to Be an Aztec Sacrifice! is a potentially damaging piece of overwrought nonsense from outsiders who have not done the work of living alongside us and considering the vital cultural heritage of the “Aztecs” that is kept alive in our communities.


Neither of these books promotes the literary dignity of Indigenous or Mestizo people in Mexico and the US. The writers, editors, and publishers should be ashamed of the harm they have done in the name of being clever and cute in that supercilious way that conveys to even the densest reader, “These people were bad and weird. It’s good that they’re gone. Western white culture is so much better, isn’t it?”


Such messages are simply unacceptable and must be fought. 


—David Bowles

(published 6/21/2021)