My Recent Reads

 

 

Reviewed by Sybil Steinberg

Southern whites' guilt for not expressing gratitude to the black maids who raised them threatens to become a familiar refrain. But don't tell Kathryn Stockett because her first novel is a nuanced variation on the theme that strikes every note with authenticity. In a page-turner that brings new resonance to the moral issues involved, she spins a story of social awakening as seen from both sides of the American racial divide.

Newly graduated from Ole Miss with a degree in English but neither an engagement ring nor a steady boyfriend, Eugenia "Skeeter" Phelan returns to her parents' cotton farm in Jackson. Although it's 1962, during the early years of the civil rights movement, she is largely unaware of the tensions gathering around her town.

Skeeter is in some ways an outsider. Her friends, bridge partners and fellow members of the Junior League are married. Most subscribe to the racist attitudes of the era, mistreating and despising the black maids whom they count on to raise their children. Skeeter is not racist, but she is naive and unwittingly patronizing. When her best friend makes a political issue of not allowing the "help" to use the toilets in their employers' houses, she decides to write a book in which the community's maids -- their names disguised -- talk about their experiences. 

Fear of discovery and retribution at first keep the maids from complying, but a stalwart woman named Aibileen, who has raised and nurtured 17 white children, and her friend Minny, who keeps losing jobs because she talks back when insulted and abused, sign on with Skeeter's risky project, and eventually 10 others follow.

Aibileen and Minny share the narration with Skeeter, and one of Stockett's accomplishments is reproducing African American vernacular and racy humor without resorting to stilted dialogue. She unsparingly delineates the conditions of black servitude a century after the Civil War.

The murders of Medgar Evers and Martin Luther King Jr. are seen through African American eyes, but go largely unobserved by the white community. Meanwhile, a room "full of cake-eating, Tab-drinking, cigarette-smoking women" pretentiously plan a fundraiser for the "Poor Starving Children of Africa." In general, Stockett doesn't sledgehammer her ironies, though she skirts caricature with a "white trash" woman who has married into an old Jackson family. Yet even this character is portrayed with the compassion and humor that keep the novel levitating above its serious theme. 

Copyright 2009, The Washington Post. All Rights Reserved.

                                 It's a rare treasure to find a historically imagined novel that is at once fully versed in the facts and unafraid of weaving those truths into a story that dares to explore the unanswered questions. Frank Lloyd Wright and Mamah Cheney's love story is--as many early reviews of Loving Frank have noted--little-known and often dismissed as scandal. In Nancy Horan's skillful hands, however, what you get is two fully realized people, entirely, irrepressibly, in love. Together, Frank and Mamah are a wholly modern portrait, and while you can easily imagine them in the here and now, it's their presence in the world of early 20th century America that shades how authentic and, ultimately, tragic their story is. Mamah's bright, earnest spirit is particularly tender in the context of her time and place, which afforded her little opportunity to realize the intellectual life for which she yearned. Loving Frank is a remarkable literary achievement, tenderly acute and even-handed in even the most heartbreaking moments, and an auspicious debut from a writer to watch. --Anne Bartholomew
 

 

 

Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom  by Daniel Willingham

Factual knowledge must precede skill. Rote learning and memorization are valuable teaching strategies. Teaching to "multiple intelligences," "learning styles," and individual student interests is a waste of time. Is this really a cognitive psychologist talking?

Most useful are the nine organizing principles, which are both memorable and quotable (like any smart rhetorician, Willingham begins with his most startling fact: the brain is designed not to help us think, but rather to help us avoid thinking), the quick lists of classroom implications at the conclusion of each chapter, and the bibliographical citations categorized by "less technical" and "more technical." Rather than using cognitive research to justify some hotly promoted fad or gimmick, Dr. Willingham presents the most consistent research findings, all of which tend to confirm things that the best and most experienced teachers already know to be true--e.g. the effectiveness of using narratives to dramatize and illustrate important concepts, a "best practice" that's been around since at least the time of Christ. - James O'Keefe