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.

       

Once you start The Girl with the Dragon Tattoo, there's no turning back. This debut thriller--the first in a trilogy from the late Stieg Larsson--is a serious page-turner rivaling the best of Charlie Huston and Michael Connelly. Mikael Blomkvist, a once-respected financial journalist, watches his professional life rapidly crumble around him. Prospects appear bleak until an unexpected (and unsettling) offer to resurrect his name is extended by an old-school titan of Swedish industry. The catch--and there's always a catch--is that Blomkvist must first spend a year researching a mysterious disappearance that has remained unsolved for nearly four decades. With few other options, he accepts and enlists the help of investigator Lisbeth Salander, a misunderstood genius with a cache of authority issues. Little is as it seems in Larsson's novel, but there is at least one constant: you really don't want to mess with the girl with the dragon tattoo. --Dave Callanan (Amazon.com)

 

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