"To Kill a Mockinbird" by Harper Lee

As I read this book, what I found the most intriguing was the wisdom of the youth in regards to behavior toward others.  The innocence of the children in regards to equality for all was so refreshing compared to the ingrained prejudices among the people of Maycomb.  In Chapter 19, Dill is asked to leave the courtroom because he is crying.  His tears are borne out of empathy for Tom Robinson and how he cannot believe how Mr. Gilmer is treating Tom in court by referring to him as "boy".  This is not the only time we see wisdom from the youth in regards to prejudice.  After Tom is found guilty Jem cannot believe it and even asks his father, "how could they do it (find him guilty), how could they? "(p 285).  Atticus' response reinforces that thought that prejudice comes with age:  "I don't know, but they did it.  They've done it before and they did it tonight and they'll do it again and when they do it - seems that only children weep" (p 285).

Along this same subject matter, I also found it interesting how Lee showed actions common among adults in regards to prejudice.  For example, Mrs. Merriweather defends her prejudicial actions because at least she is up front about it and thus not guilty of the sin of hypocrisy (p 313).  She even describes those who do not share her same beliefs about black people are "misguided" (311).

Lee also includes characters in her book who seem to be ignorant of their own prejudices.  For example, Jean Louise's third grade treacher Miss Gates, talks to the class about the atrocities of Hitler and his treatment of Jewish people.  She speaks of "democracy, dictatorship and prejudice" (p 238-239).  Yet despite her teachings about the wrong Hitler was doing, Miss Gates was acting the same way in regards to the black community.  Jean Lousie reflected back to comments she had overheard her teacher say as she was exiting the courthouse following Tom Robinson's guilty verdict.  "I heard her say it's time somebody taught 'em a lesson, they were gettin' way above themselves, an' the next thing, they think they can do is marry us.  Jem, how can you hate Hitler so bad an' then turn around and be ugly about folks right at home-" (p 331).  Again, Lee shows wisdom coming from the mouths of babes.

As I think about use of this book for teaching, I must admit I have conflicting feelings.  I feel this book includes some great "quotes", addresses the theme of prejudice in a unique way by utilizing the perspectives of the children, has interesting characters that youth can easily identify with, and includes many connectors to the lives of students today.  Yet despite all of its wonderful attributes, I found the book sometimes dragging and a difficult read to get through.  For that reason only, I would be concerned that some students would become bored as they read the novel and as a result be oblivious to the positive things this book has to offer.  In the end, however, I feel the book has more positives than negatives and would use it.  I think if it were read aloud in class and discussion were used to break up the chapters it could make it more digestible for those who may on their own get bored and never finish reading it.

"Kindred" by Octavia E. Butler

I can definitely say that this book held a surprise inside for me.  Before I read the cover of the book I anticipated that this would be a novel about slavery.  However, I expected it to be written in third person and written as a reflection of past experiences.  What I found was an interesting use of time travel to deal with the subject matter with a first person narrator.  One of the main benefits I found from the format that Butler used is it allowed the speaker of the story to not only tell the story but to feel the experiences.  It made the experiences seem that much more real as if I was traveling back in time with Dana.  The time travel also allowed history to suddenly become present time.  In addition, it added more suspense to the story because you never knew when Dana was going to head back home and when Rufus would once again summon her to the 1800s. 

At first I wasn't sure what to think of the ending with Dana's arm becoming part of the wall.  But my copy of the book included a Reader's Guide by Robert Crossly and his explanation of the ending and how the arm represented that Dana could not have gone through all she did in the past era without it having a lasting affect on her definitely made sense.

The novel did leave with with a question regarding the California home that Dana and Kevin were living in when the time travel took place.  Since the story had the couple moving into the home, I am left to think that the house had to have some significance with the story.  If not, the author would not have mentioned they just moved into the house.  So as a result I wondered, had the couple not moved into the house would the time travel still taken place or would it have taken place at a different time and originated from a different location?  It also raised those questions regarding time travel in regards to Dana's actions and could they have affected the future?  For example, had she not traveled back in time is it possible she would have ceased to exist?  If she had not traveled back I was curious which incident would have caused Rufus' death and the fact that she was the one that killed him lead to some of that confusion.  Since I have not read many books involving time travel I wondered if these unanswered questions takes away value of the novel.  I do know that despite the questions that still linger, I really enjoyed the book and found the style in which is was written refreshing.