children’s books | nosleepingdogs

“Free Books for Kids” says the sign that I put up every week at the local food pantry. The boxes of books, and two small folding tables, live in the back of my old Explorer.

This,

quickly becomes this

When I began several years ago I was thinking it would be like a library or book exchange: kids would return the ones they chose last time and get new ones. It didn’t take long to understand the shortcomings of that model. Mostly, there’s too much turnover and uncertainty. Families are only permitted 12 visits a year to the food pantry (a state or federal limitation); they might come three weeks in a row and then not return for months. Some live in cars, campgrounds, or at a series of friends’ houses. And families vanish, moving elsewhere for various reasons or (we hope) experiencing an improvement so that they don’t need the food pantry any more. Kids forget to bring things back. I can’t turn away needy kids that want books; my desire is only to get books into the hands of young people, from infants to high schoolers.

So now my little “Book Bank” (like a “Food Bank”) is as simple as can be. Free books for kids whose families come to the food pantry. Period. I say, “You can bring them back whenever you’re done, or keep them forever.”

That’s the only way it will work, and it also gives kids books of their very own. A dozen favorite books don’t take up much space and may be a help to children who move a lot, and live with constant change and uncertainty.

I had expected my “customers” to be kids and parents, but grandparents have turned out to be an important group too. Some care for grandchildren regularly (or are raising them), some have kids staying over in summer, visiting on weekends, or just dropping in. A few aunts and uncles come by also. Occasionally these books are given by the adults as birthday or Christmas gifts to the kids.

I’ve expanded to include workbooks (printing, arithmetic, shapes and colors, word recognition, etc.) and flash-cards.

This isn’t the Baby Einstein scene, grooming kids for prep school or to impress the parents’ rich friends; the parents and grandparents want their kids to be ready for school, and to do well there. Despite all the worries a family has when they need to come to a food pantry, most of these adults are actively working to help their children succeed in school. And I know the parents read to the children because the kids themselves tell me so.

Cardboard books for infants and toddlers are popular. These sturdy books have bright simple illustrations; parents can point out colors, shapes, animals, noses and ears as the babies are learning language (long before any actual words come out). Children learn how to hold a book right way up, turn the pages, and be comfortable with a book in hand. They get a positive association with books and reading, to go along with the good feelings of being read to from all sorts of books––as well as from being sung to, talked to, and all those other forms of language that flow between adults and young children.

The books are arranged by age of likely readers: in addition to the bins of cardboard books and workbooks, there are two big plastic boxes: one for picture books and simple books, another for longer books with longer words. “Chapter books” (a new term that I learned from the kids, who ask for them that way) go in a smaller box; these are short to medium-length novels for readers up through high school.

Except for the workbooks, I regularly read books from all of the categories while I am sitting alongside my display. There’s some very good writing, and of course the illustrations are often wonderful. Kids’ books must be putting bread in the mouths of quite a few artists. That’s a good thing especially with art in schools having been virtually eliminated; at least children get to see paintings, drawings, and photographs with artistic merit and heart.

Where do the books come from? and other details

Most come from the bookstores operated by Friends of the Library, at local branches and also in Portland (OR). Locally I pay 25￠- 50￠; Portland has higher prices but a huge selection. Twice a year I go there and buy maybe a hundred books, stocking up on the ever-popular dinosaur picture books, ones on science and nature, and others that are hard to find. Then there are garage and yard sales where sometimes kids’ books go for a few bucks per cardboard boxful. Once in a while I find suitable new books at the Dollar Store, where I buy all the workbooks and flash-cards. And occasionally people (at the food pantry or elsewhere) donate books outgrown by their children. I could be more active in soliciting such donations, something to work on.

After I acquire books I do a little processing. I wash the covers and spines with a damp rag and 409 to remove grime and make the books look shiny and more appealing. A few may need a bit of mending, for which I use clear packaging tape. Then I stamp each one inside the back cover: “Free Books for kids/at Ruch Food Pantry./To donate kids’ books/or $ pls call xxx-1234.”

One reason for the stamp is to help books come back, although few do. I have an informal arrangement with the local branch library: if books with my stamp arrive in their bookdrop, they save them for me. That offers a much more accessible return location than the food pantry which is only open 3 hours a week.

Our food pantry is a small one; we average 20 to 25 households each week, though lately it has been getting busier. There are many households that don’t include children. There are times when I go home without having given out a single book, and days when I have half a dozen eager customers. When people arrive I haven’t seen before, I go over and introduce myself; even if there aren’t any children accompanying them, there may be kids at home, or grandchildren in their lives. If kids hang back shyly I talk to them and their parents and invite them to come and look. A lot of these kids are quite wary of how much things cost, so they need reassurance that yes, all the books are free (even though some have old price stickers from the places where I got them). And I let my customers know how pleased I am that they came, which is just the truth.

And when someone comes over to tell me that the books have made a difference—their grandchild is reading better, their kids are enjoying the books or benefitting from the workbooks, do I have more books about horses or dogs because their daughter just loves to read them—well, you can imagine how good that is!

And now, why did I write this?

Only one reason: I’m hoping someone may read it and decide to do something similar. The Food Pantry connexion is a good one, and the project doesn’t take a lot of time. Your Food Pantry or similar organization would probably welcome this addition to their services. “Food for the mind, as well as the body,” was my pitch, but the idea didn’t really need a “pitch” to be accepted. Or perhaps you just have books your kids have outgrown: consider giving them to the local women’s shelter, where women and children often arrive with nothing but the clothes on their backs, and may stay for weeks. Library Friends’ bookstores always welcome donations, and offer cheap books to the community (with proceeds used to support library activities and services). And libraries or schools may need volunteers to read with kids or to kids.

If you’re looking for an organization to get involved with, there seem to be a lot of them. Maybe your area has one like SMART (Start Making A Reader Today) in Oregon that pairs adult volunteers with early readers, to improve children’s ability and their love for reading. There are many local and national groups concerned with kids and reading; I googled “kids reading organizations” [do not use quotation marks if using this as a search term] and came up with a bunch. Look for evidence of actual work done, not just raising money and promoting “awareness of the issue”.

“Give me a place to stand, and I can move the earth.” So said Archimedes, who did not invent the lever but gave the “earliest known rigorous explanation” of how it worked. There are many such places to stand, for anyone who wants to change the world a bit. The promotion of reading for kids, in a direct personal way, is one of them.

I’m fascinated by the wealth of vintage illustrations that have been scanned and made available on the web. The BibliOdyssey blog is all about this and a great place to browse. Lately I’ve been doing some ferreting about for myself too, and of course have to share my discoveries.

This time it’s old children’s books in two collections at the University of Florida: the Literature for Children Collection at the University of Florida Library (2455 titles), and the Baldwin Library of Historical Children’s Literature (4787 titles). Cruise the title lists (LCC, Baldwin) and find multiple versions of Robinson Crusoe, Aesop’s Fables, and other classics; various illustrated ABC’s, Annie and the elves, and other stories published in 1852 by the American Sunday-School Union, Around the World with Santa Claus (1891), At war with Pontiac, or, The totem of the bear : a tale of redcoat and redskin (1896)–––and we’re still in the “A” section. [Above are the first two pages from Aunt Louisa’s picture puzzle alphabet (1880).]

Below are a few illustrations from volumes in these collections, and I was assured when I enquired that “Nearly all of the books in this collection [LCC] are public domain. Those that are not are clearly labeled as such. You can use the images freely, although we always appreciate a statement attribution that they came from Literature for Children (palmm.fcla.edu/juv/).” I think the books from the Baldwin Collection would be public domain as well.

These are presented here considerably reduced in size and resolution, compared to the online originals, which are each over 1 MB when saved as pdfs.

Above, the cover from Puss in Boots (c. 1888), illustrations by André, R ( Richard ), 1834-1907 [nom de plume of English artist William Roger Snow].

Below, the “London Cries” page from Aunt Mary’s primer: adorned with a hundred and twenty pretty pictures (1851) shows some of the street pedlars of the city along with their characteristic “cries” to hawk their wares, which gave us phrases such as “Cockles and mussels, alive alive-o!” Also shown are the dustman collecting who knows what (horse manure?) and a “link-boy,” selling his services to light the way of those travelling the unlit streets before gas lighting.

Below, the cover and two pages from A museum of wonders and what the young folks saw there explained in many pictures (1884), text and illustrations by Frederick Burr Opper [Baldwin Library Digital Collection, also at the University of Florida].

Below, the cover and two illustrations from the ABC of Horses (1880)

But there’s more here than quaintness, nostalgia, or public-domain illustrations. Children’s books are always in some way a part of society’s revelation of itself to children, and its effort to shape their attitudes. The very first entry in the alphabetical list of titles is 10 little nigger boys (1890), no author given. A rhyme recounts how a group of ten young black boys gradually becomes only one, as various accidents befall them on their journey. One oversleeps (the most benign incident); one chokes, one is hugged to death by a bear at the zoo, one “cuts himself in half”, you get the idea.

This reminded me of the familiar title Ten Little Indians (Agatha Christie) and I wondered what the connexion was. Wikipedia was the first entry in a Google search and was very informative.

It is Christie’s best-selling novel with 100 million sales to date, making it the world’s best-selling mystery…The novel takes place on an island off the coast of Devon in late 1930s named Indian Island. Eight people of different social classes journey to the Soldier Island mansion are invited there by a Mr. and Mrs. U.N. Owen but the eight people don’t know them. Upon arriving, they are told by the butler and his wife, Thomas and Ethel Rogers, that their hosts are currently away. Each guest finds in his or her room a slightly odd bit of bric-a-brac and a framed copy of the nursery rhyme “Ten Little Soldier Boys” (“Ten Little Niggers” in the original 1939 UK publication and “Ten Little Indians” in the 1940 US publication) hanging on the wall:

Ten little Soldier boys went out to dine;
One choked his little self and then there were nine.
Nine little Soldier boys sat up very late;
One overslept himself and then there were eight.
Eight little Soldier boys traveling in Devon;
One said he’d stay there and then there were seven.
Seven little Soldier boys chopping up sticks;
One chopped himself in halves and then there were six.
Six little Soldier boys playing with a hive;
A bumblebee stung one and then there were five.
Five little Soldier boys going in for law;
One got into Chancery and then there were four.
Four little Soldier boys going out to sea;
A red herring swallowed one and then there were three.
Three little Soldier boys walking in the zoo;
A big bear hugged one and then there were two.
Two Little Soldier boys sitting in the sun;
One got frizzled up and then there was one.
One little Soldier boy left all alone;
He went out and hanged himself and then there were none.

Cover of the first UK edition of this book (from Wikipedia).

Thus we learn, among other things, that in England in 1939 it was acceptable for Agatha Christie to publish her mystery novel under the title Ten Little Niggers in England, but not in the US, the title was changed to And Then There Were None. The book has been filmed a number of times under this latter title, and also as “Ten Little Indians.”

I wonder what black children were reading in 1890, when 10 little nigger boys was published. Books for children were a luxury, whether in white households or black. Was there a parallel endeavor to publish reading material for black kids? Maybe I’ll email the people at the University of Florida again and see what they can tell me.