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He Went With Hannibal by Louise Andrews Kent

Aug16

He Went With Hannibal is everything you ever wanted to know about Hannibal and his wars with Rome, encased in the story of a fictional Spanish companion and spy named Brecon. Brecon comes to Hannibal in Spain as a hostage at the age of thirteen and remains Hannibal’s loyal friend and servant throughout his life. Hannibal’s famous crossing of the Alps—with elephants–and his march to the gates of Rome as well as all of the battles, both victories and defeats, are all described vividly and in detail, but not so much detail as to get bogged down in minutiae. Brecon gathers information for Hannibal and goes everywhere and meets everyone of note, including Archimedes, Hannibal’s brothers, Hasdrubal and Mago, Fabius Maximus, Marcellus, Flaminius, Scipio Africanus, and of course, Hannibal himself. These are all historical figures whose adventures are chronicled in Roman history, and Brecon becomes the thread that ties all their stories together and makes them come alive for the reader.

I read this story for my 1964 Project, and I’m very glad I did. I really didn’t know much about Hannibal the Carthaginian general, and now I know a little. (I could definitely have learned more with the aid of a map or two, of Italy, North Africa, Spain. But alas, there are no maps in this book.) In her Author’s Note, Louise Kent Andrews writes, “One of the striking things about Hannibal is that we know him only through the eyes of his enemies. There are no Carthaginian accounts of his life.” Andrews read the the Roman histories of the Punic Wars (wars between Carthage in North Africa and Rome in Italy and Spain), particularly Livy’s Annals and Polybius’s history as well as many other modern and ancient books about the time period and about Hannibal and his exploits. She lists several of the books she read in the Author’s Note. Although I’m not a Roman or Latin scholar by any means, it seems to me that she was quite thorough in her research. And the story becomes a fictionalized attempt to tell the history from Hannibal’s point of view. He Went With Hannibal is also the only historical fiction book that I know of that showcases this particular time of the Roman Republic and the Punic Wars. (Biblioguides does list one other historical fiction book about Hannibal, I Marched With Hannibal by Hans Baumann.)

Louise Kent Andrews wrote several other books in her series of books about famous explorers and soldiers, and I am anticipating adding all of them to my reading list. Her style of writing is detailed and descriptive, but she uses mostly short, simple or complex, declarative sentences, no rambling purple prose to be found. The story of Hannibal, which includes quite a lot of his battle tactics and musings on warfare and politics, should appeal especially to those middle school and high school boys who are keen on such subjects. The ending is rather bittersweet/sad, but of course, Ms. Andrews was constrained by the historical facts from giving the story a completely happy ending.

“I hope that some of my readers will feel, as I did, that reading about Hannibal makes them wish to learn more about the great change that took place when the Roman Republic became the Roman Empire. The war with Carthage was one of the causes for that change.” ~ Author’s Note

Other books in the series by Louise Kent Andrews:

  • He Went With Champlain
  • He Went With Christopher Columbus
  • He Went With Drake
  • He Went With John Paul Jones
  • He Went With Magellan
  • He Went With Marco Polo
  • He Went With Vasco da Gama

All of the books in this series are available in reprint editions from Living Book Press.

This book can be borrowed by member families from Meriadoc Homeschool Library.

Edge of Manhood by Thomas Fall

Apr9

“Thomas Fall was born in the Ozark Mountains of Arkansas in a community with many Cherokee Indians. and grew up in western Oklahoma among many families of Plains Indians.”  The author may have had some Native American ancestry himself. Edge of Manhood tells the story of See-a-way, a Shawnee boy growing up in Indian Territory (Oklahoma) at the end of the nineteenth century.

“This story of a Shawnee Indian boy’s view of the end of the age of the American Indian does not depict the life of any person living or dead. All the episodes and characters are imaginary.

Such a story might actually have happened in the 1870’s. It was during this period that wester expansion overran the Indian Territory (now the state of Oklahoma) where dozens of Indian tribes from the South, East and North of the United States had already been pushed by the white man. It was here that railroads, and consequently commerce, finally caught up with the American frontier.”

~Author’s Note, Thomas Fall
Version 1.0.0

Cultural assimilation, the violent clash of cultures, colonization, war, peace, revenge, forgiveness—we are still discussing and debating these very issues in our own day and time. Edge of Manhood places these ideas and controversies within a specific place, the Indian Territory, and with an individual, See-a-way, in a specific culture, the Shawnee tribe of Native Americans. But the themes are universal.

See-a-way must decide, first of all, whether to cling to his own culture and traditions, to the exclusion of the new ways of the white man. At first, it seems to be an easy decision. See-a-way is determined to never go to the white man’s (Quaker) school or learn their ways. In fact, See-a-way’s burning desire is to shoot a white man, even though he has never met any white people. Even his frenemy from the Pottawatomie tribe, Blue Eagle, tells him: “See-a-way, you are still more stupid even than the sheep and the cow. You should have been born a naked Indian of the plains, so you could run around in a breechclout and do war dances and raid the white people all your life. The poor Plains Indians will be wiped out completely if they do not realize that they must learn the white man’s way.” But See-a-way is “furious” at this reprimand and becomes even more so when his family experiences even more tragedy and injustice at the hands of the white men.

Now See-a-way has another choice to make: revenge or surrender and forgiveness. Again, See-a-way chooses to act as most of us would act, at the behest of his anger and desire for retribution. I won’t spoil the ending for you, but suffice it to say, See-a-way does creep toward the edge of manhood with some help from his own people and from his people’s enemies, the Pottawatomie and even the white men.

This coming of age story is short, only eighty-eight pages long, but it is full of wisdom and excellent storytelling. Students who are studying the U.S. western expansion and the defeat and the near destruction of the Native American tribes who lived in the Great Plains would do well to be introduced to See-a-way and his growth into manhood. The book would be especially good for boys, and as I said before, it could apply to current day clashes and issues, although no situation in history is exactly analogous to another or reenacted in exactly the same way again. Bethlehem Books’ In Review, Winter 1996, The Move West–Exploration and Frontier Life in North America lists this book and recommends it as “of interest for grades 5-8.”

This book can be borrowed by member families from Meriadoc Homeschool Library.

Focus on Alfred the Great

Mar7

I’ve now read three books, two fiction and one nonfiction, about the the life and times of Alfred the Great, King of Wessex (southern England) in the ninth century. I may not know all there is to know about Alfred, aka Aelfred, but I certainly know enough to admire and appreciate the man and his accomplishments.

I read The Namesake by C. Walter Hodges last year and skimmed it last week to compare it with the other two books. As you can tell from my review, Alfred in this book is portrayed as a Philosopher King, and I think that a fair portrayal, although he certainly knew battle tactics and politics, too.

In Eva March Tappan’s In the Days of Alfred the Great, the reader gains a lot more background about Alfred and his life and the political situation in Britain and the stories that were told about Alfred. I think I enjoyed this narrative nonfiction book even more than the two fictional treatments of Alfred’s life. I understand why the author who wished to write about Alfred the Great might choose a novel form: a lot of what is known about the man and his times is legend and story, not really verified. However, Ms. Tappan inserts dialog and story into her nonfiction narrative, making it readable, but also believable. I thought the story made Alfred come alive , and I learned a lot about “the days of Alfred the Great.” I purchased In the Days of Alfred the Great in a reprint edition from Living Book Press, and I recommend the LBP edition of this classic history book.

The third book I read, from another small publisher, Smidgen Press, is called The Lost Dragon of Wessex. It tells the story of an orphan boy who becomes involved in the struggle between the Saxons under Alfred the Great and the invading Danes. Wulf, in the beginning of the story, is a simple forest-dwelling peasant boy who has never been away from home. When Wulf meets a stranger and follows him to the court of Alfred, the boy encounters adventure and testing that will bring him into manhood and into his calling as either a soldier or a bard, or maybe both. The journeys in this story are from forest to city, from ignorance to education, from England to Sweden and back, and from boy to man, and the focus of the story is on Wulf and what Wulf learns in the court of King Alfred, not so much on the king himself or his character and battles.

So, the three books complement one another. The Namesake shows us a fictional, but noble King Alfred as he is remembered by the old man that King Alfred mentored and taught when the man, named Alfred also, was a boy. In the Days of Alfred the Great shows where Alfred came from, the stories that were told of him as a boy and as a man, and the challenges he had to face in defeating the Danes and bringing learning and books to his own people, the Saxons of Wessex. The Lost Dragon of Wessex presents us with Alfred at the height of powers and influence and shows what that influence might have been on one boy as well as on the country as a whole.

Have you read any books about Alfred the Great? What would you recommend?

These books can be borrowed by member families from Meriadoc Homeschool Library.

Proud Prisoner by Walter Havighurst

Feb25

This narrative history/biography book is for older middle school to high school students and adults who are interested in a different perspective on the American Revolution, particularly the war in the Kentucky, Ohio and Michigan territories west of the Appalachian Mountains. The “proud prisoner” of the title is Lieutenant Governor Henry Hamilton, British Governor of Detroit, aka “Hair Buyer”. As the war between the independence-declaring Americans and the mighty ruling British was raging in the east, the illegal settlers in Kentucky and Ohio were experiencing their own war. The British paid Native American allies, led by British officers, to raid the settlements and isolated homesteads of these settlers, who were mostly from Virginia and considered themselves Americans and Virginians, not subject to the British law that said they couldn’t settle in the land beyond the Cumberland Gap.

Henry Hamilton gained the epithet “Hair Buyer” among the Virginians because he was accused of paying the Native Americans for scalps but not for for live prisoners and of encouraging them to massacre men, women, and children. This book makes the case that Hamilton was falsely accused by a couple of unreliable witnesses with an ax to grind. However, the author also states very plainly that Hamilton gave the natives many “presents” (mostly rum), including knives specifically called scalping knives. And when the raiders brought in scalps, including those obviously taken from children, Hamilton gave them praise and more gifts. If that’s not paying for scalps, I’m not sure what it is.

So I wasn’t convinced that Governor Hamilton was an “honest and honorable man whom history has cast in a villain’s role.” Maybe the best you can say is that he was no worse than many of his compatriots as well as many of the Virginians who were also enlisting the natives to fight for them. Anyway, it was fascinating to read about this side of the War for Independence. I don’t remember learning in American history class much about George Rogers Clark, the Virginian sent by Governor Patrick Henry to capture the British outposts in the west and stop the marauding British and natives from their raids on American settlements. Nor do I remember anything at all about the governor of Detroit and the battle between his forces and the Virginia militiamen at Vincennes that ended in the capture and imprisonment of Governor Hamilton.

I thought this story, by a scholar and university professor, was well written, engaging, and well researched. Governor Hamilton left behind many papers, letters, and a diary which means the author had many sources from which to draw in telling the history of this possibly unfairly stigmatized, possibly justly hated, man. Either way, Hamilton’s life was one I knew nothing about, and I’m glad I read about him in Proud Prisoner.

This book can be borrowed by member families from Meriadoc Homeschool Library.

The Ride of Her Life by Elizabeth Letts

Sep4

The Ride of Her Life: The True Story of a Woman, Her Horse, and Their Last-Chance Journey Across America by Elizabeth Letts

One of my fascinations is journey stories: Peter Jenkins’ A Walk Across America and The Walk West, Robin Graham’s The Boy Who Sailed ‘Round the World (aka Dove), Walking to Listen by Andrew Forsthoefel, Bold Spirit by Linda Lawrence Hunt, just to name a few that I’ve read and enjoyed. The Ride of Her Life is another entry in the “journey across America” genre, this time by horse.

Annie was 62 years old in 1954 when she decided to leave her Maine hometown of Minot and travel by horseback to California. She didn’t know where she was going in California; nor did she have a route picked out for getting there. She didn’t have a roadmap. She didn’t have a plan for what she would do when she got to California either. She had very little money, and her horse, a Maine trotter gelding named Tarzan, was at least as old (as horses age) as Annie herself. Annie Wilkins also had no family, no children, and no real ties to the town of Minot where she spent most of her life up until the age of 62. Her farm had just been taken from her in lieu of back taxes.

So she decided to ride Tarzan across the country to California and figured that by the time she reached the Pacific she would be almost old enough to draw from that new government program, Social Security, if she didn’t die on the way. Her Maine doctor had found a spot on her lungs that might have been cancer or tuberculosis, and he figured she had only a couple years to live. What better way to spend those years than as a tramp, which is what Annie decided to call herself, “The Last of the Saddle Tramps” or “The Tramp of Fate.”

I liked this book partly because Annie was about my age when she set out on her journey. I could never ride or walk across the country. I can barely walk around the block without stumbling or breathing hard, and I’ve never ridden a horse. But I do admire Annie’s tenacious spirit, and I would like to emulate her in some ways.

I also enjoyed all the extra information added by the author, Elizabeth Letts. Ms. Letts did a phenomenal amount of research writing this book. A lot of the book is based on Annie’s memoir, written with co-author Mina Titus Sawyer, called Last of the Saddle Tramps. However, Ms. Letts also traveled to all of the places where Annie stopped, found the newspaper articles that were written about her ride in local and national newspapers, and interviewed the few people who are still living and remember Annie coming through or staying in their neighborhoods and homes.

The book is just fascinating. Annie travelled through snow and ice and heat and desert and mountains and over rivers. And she found plenty of friendly strangers who cared for her along the way. She met Andrew Wyeth, Governor Robert Smylie of Idaho, Art Linkletter, and countless less famous folks who were all treated with the same friendly, unassuming, appreciative air by Annie, The Last of the Saddle Tramps.

The Voyages of Henry Hudson by Eugene Rachlis

Aug16

The Voyages of Henry Hudson, World Landmark #54, is all about the quest “to discover a passage by the North Pole to Japan and China.” The first attempts to find a way to Asia via the North Pole were not directed at finding the Northwest Passage but rather a number of dangerous and ultimately fruitless journeys north up the coast of Greenland and then east to find a way north of Norway and Russia to get to China and Japan. Hudson’s first two voyages were unsuccessful as he was following this route.

But Henry Hudson, encouraged by the stories of his friend Captain John Smith, thought that the passage to the East lay to the west in the New World. So in his third and fourth voyages, Hudson wanted to go west, but most people still thought that he should try going east again—or that the whole idea of a passage to the to Asia in the northern seas was hopeless. And so it was. The fourth and last voyage was a total failure: the ship was trapped in the ice, food ran low, the crew mutinied, and Hudson was abandoned in the ship’s boat in icy waters never to be heard from again.

So why is Hudson remembered, and why are a major river and and a bay named for him? Well, he didn’t discover the Northwest Passage because there is no Northwest Passage, but he did pave the way for Europeans, Dutch, French, Swedish, and English, to map the New World and to begin to settle it and eventually build two nations, Canada and the United States.

Henry Hudson was one of the earliest ship’s captains to keep a meticulous ship’s log. There’s a note on sources in the back of this Landmark book, and author Eugene Rachlis tells readers:

“All the known documents pertaining to Hudson are available. Some are scarce and can be found only in the reference rooms of major libraries. Others, or at least parts of them, are more readily obtainable. Those in Dutch and Latin have been translated into English. The Hudson documents are the major sources for the facts in this book, along with a dozen or so other books which provided material on the items in which Hudson lived, the places he visited and the people he saw.”

For those who are studying Canada and Canadian history, this book, along with World Landmark #8, Royal Canadian Mounted Police by Richard Neuberger and #24 The Hudson’s Bay Company by Richard Morenus would provide a good introduction to the Canadian story. Other Landmarks that impinge upon Canadian history are Evangeline and the Acadians by Robert Tallant, Rogers’ Rangers and the French and Indian War by Bradford Smith, General Brock and Niagara Falls by Samuel Hopkins Adams, and The Alaska Gold Rush by May McNeer.

The Explorations of Pere Marquette by Jim Kjelgaard

Apr4

Jim Kjelgaard was just the guy for the Landmark book series editors to ask to write about an intrepid explorer of the wilderness. Father Marquette, a Jesuit priest of the seventeenth century, along with his explorer buddy Louis Joliet, were the first Europeans to explore the Mississippi from the north in Wisconsin down to the place where the Arkansas River joins the Mississippi. Father Marquette wrote about all of the peoples, plants , and animals, that he and his fellow explorers found as they travelled down the Mississippi, and he returned to Green Bay in Wisconsin to tell of his adventures to the French governor and others.

Because Father Marquette worked among the Indian tribes in Michigan and Wisconsin and was also one of the first Europeans and Christians to minister to the Illinois Indians and the first to camp near the site of the present-day of Chicago, this book would make an excellent addition to the study of the state histories of Illinois, Wisconsin, and Michigan. In the foreword to the book historian and Jesuit R.N. Hamilton writes:

“What makes this book most interesting is that Jim Kjelgaard has based all but two incidents on the life of Father Marquette, S.J. The stories of the wounded Indian and the finding of game on the South Lakes, while not recorded of Father Marquette, are, as we know from the writings of Jesuits who were his fellow laborers, typical of what he would have done in the circumstances.”

There are content considerations for the book, however. While some individual Native Americans who appear in the story are described as handsome, strong, and courageous, the Indians as a whole group and as individual tribal groups are usually characterized as improvident, unsanitary, poor, and of course, savage. Since this was truly how the early Europeans saw the Native Americans they met in the New World, and since Father Marquette and other Jesuit missionaries were compassionate and eager to improve the physical and spiritual condition of the Native Americans they came to serve, I don’t have a problem with this characterization. I don’t believe that all cultures are equally conducive to human thriving or to honoring the God who made us, so I have no issue with the idea that the Europeans had much that was good and needed to share with with their Native American brothers. And the Native American people had things to teach the Europeans, but that aspect is not emphasized in this book.

Jim Kjelgaard wrote one other book in the Landmark series, The Coming of the Mormons, one Signature biography, The Story of Geronimo, and the historical fiction book, We Were There at the Oklahoma LandRun. Kjelgaard is also responsible for many beloved animal stories, including Big Red, Irish Red, and Outlaw Red, all dog stories. An outdoorsman and a lover of American history and adventure in particular, Mr. Kjelgaard tells the story of Father Marquette and his explorations in an engaging way that will appeal to young, beginning outdoorsmen and adventurers.

The Windeby Puzzle by Lois Lowry

Mar31

In The Windeby Puzzle, Newbery Award-winning author Lois Lowry gives readers two short stories with archaeology and history lessons interspersed before, between, and after the fiction. The stories are Lowry’s attempt to imagine the life of the Windeby Child, a young teenager whose body was found in the Windeby peat bog in northern Germany in 1952. The body was determined to be that of a girl or a boy about thirteen years of age who lived during the Iron Age, first century A.D.

Since we don’t have all that much information about the lives of the Germanic people of that time, Lowry was able to let her imagination run wild. And the two stories in the book spin a yarn of two possible backstories for the Windeby Child and how he or she managed to die at such a young age in a peat bog. It’s a bit hard to maintain interest and suspense when both you and your readers know how the story ends. In both tales, the main character dies–young. And in both stories the lives of all of the characters are portrayed as “solitary, poor, nasty, brutish, and short” (Thomas Hobbs).

In the first story, a girl named Estrild is a sort of proto-feminist who resents her female life and longs to avenge her uncle, killed in battle, by becoming a warrior herself. The boy protagonist, Varik, in the second story had to be a victim, too, since he dies at the end, so Lowry made him disabled and suicidal. Maybe first century northern European lives were just this grim and ugly, but I could have done with a bit of romanticism and hope in the story.

Half fiction, half history lesson, this book is at least different from your average middle grade fiction book. It was not my cup of tea, but maybe a youngster interested in archaeology or ancient history or finding things preserved in peat bogs might like it. Be careful, though, if you’re exploring any peat bogs. According to Varick, “If you go too deep in, the bog sucks at your feet.” Yuck!

The Rise and Fall of Adolf Hitler by William L. Shirer

Feb14

What would lead a person to read an entire book, even a children’s middle grade nonfiction book, that takes the reader inside the life and mind of Adolf Hitler, the arch-villain of the twentieth century? Well, there’s something rather fascinating about trying to understand how Hitler became Hitler, synonymous with the most evil, murderous, racist, anti-Semitic dictator and warmonger ever. William L. Shirer, author of the 1000+ page tome, The Rise and Fall of the Third Reich (for adults), was in a position to study this question and come to some kind of conclusions, if anyone from the Allied side of the war was. As an American correspondent in Berlin, Shirer actually met Hitler, listened to many of his spell-binding speeches, and observed him over the course of several years before and during World War II. The result of Shirer’s observations and his journalist’s eye for character and for a story is this book, written for children in the Landmark history series, but suited to readers of all ages.

Shirer begins his book with eleven year old Adolf, showing an independent streak even at that young age in aspiring to become an artist instead of the civil servant his father wanted him to be. I learned a lot about Hitler that I never knew before from this book, and I was reminded of a few “home truths” along the way. After his art career bombed because the art school wouldn’t let him in, said he had no talent, Herr Hitler became a tramp without a real job for several years, but a very well read tramp. He read and studied all the time while working very little. First lesson: readers may become leaders, but they may also become very bad leaders.

Chapter 7 of the book is called “Hitler Falls in Love,” and it tells a story I never knew or else had forgotten. In this chapter of the book and of Hitler’s life, he falls hard for his half-niece, the daughter of his half-sister. Her name was Gell Raubal, and Hitler declared after her death that she was the only woman he ever truly loved. You can read the story in Shirer’s book and decide for yourself whether or not “loved” is the right word to describe Hitler’s controlling obsession with a girl half his age. (The story of their brief “romance” is tastefully told, appropriate for middle grade and older children who will read the book, but icky nonetheless.)

After this personal interlude, the book moves on to Hitler’s political actions and aspirations and quickly into the war years. As he becomes more and more successful, in politics and in war, and gains more and more power, Hitler becomes more and more deranged. Shirer calls him “beyond any question a dangerous, irresponsible megalomaniac.” And yet (next paragraph) Hitler is able to maintain power, and be “so cool and cunning in his calculations and so bold in carrying them out that few could doubt that he well might be the military genius that he claimed to be.” This lead me to another unpleasant truth: a mentally ill egomaniacal murderer can act in a very lucid and intelligent manner for a long time. It is possible to be cunning, bold, and crazy.

Of course, this book chronicles the rise and fall of Hitler, so the craziness does come to an end. Shirer is to be commended for his ability to tell the story in a way that is appropriate for older children, but also truthful and candid in its presentation of Hitler’s horribly destructive life and actions. The book doesn’t completely explain the quandary of why the German people were so enamored of Herr Hitler or how he was able to fool so many people for so long into believing in his “genius”, but it does document in a very readable and engaging style, the rise and fall of a man who was “a power-drunk tyrant whom absolute power had corrupted absolutely.”

I recommend Shirer’s book for its insight and as a cautionary tale for those who would place their faith in any political leader. Hitler is dead, but it is still quite possible to be fooled by a seemingly lucid and benign leader who is actually a wolf in disguise.

Download a list of the entire Landmark history series in chronological order.

Evangeline and the Acadians by Robert Tallant

Feb8

This Landmark book, #74 in the series, published in 1957 (the year I was born), tells the story of the Acadians, or Cajuns as they came to be called in Louisiana and Texas, who were exiled from their homes in Nova Scotia. These Acadians were French farmers who settled in Nova Scotia when it was named Acadia by the French, and they were forced to leave Nova Scotia by the British who distrusted them and questioned their loyalty during the many years of war between France and Britain.

It’s a sad story. Tallant compares the plight of the Acadians to the Jewish Holocaust of World War II. While the Acadians were not taken to extermination camps, they were torn from their homes and dispersed up and down the Eastern seaboard, with many of them ending up in prisons or forced labor or just poverty. Families were separated, and many Acadians died on crowded, unsanitary ships or in homelessness after they reached shore.

So my question was: how did so many of the Acadians end up in southwestern Louisiana where they made a new home for themselves? To find out, you’ll have to read the book, or do your own research. It’s a fascinating saga, and Longfellow’s famous poem, Evangeline, only tells a small, fictionalized part of the story. As indicated in the title, Tallant refers to Longfellow’s poem over and over again throughout the book, and readers of Tallant’s book can learn a good bit about what parts of the poem are fiction and what parts are true. The fictional character, Evangeline, looking for her lost love, Gabriel, made the Acadians famous the nineteenth century, and today Cajun culture and history is celebrated in food, song, dance, literature, and entertainment.

Evangeline and the Acadians not only gives the history of the Acadians, but since those Acadian people were a large part of the history of Louisiana itself, the book is a sort of capsule history of the state of Louisiana. Mr. Tallant wrote two other books in the Landmark series, The Louisiana Purchase and The Pirate Lafitte and the Battle of New Orleans, and the three books taken together would be an excellent introduction for elementary and middle school students to the culture and history of Louisiana (and even southeast Texas). If I were helping my students of Louisiana heritage to study the history of their own state and region, I would certainly read these three Landmark books with them.

Of course, as I said these books were published in the 1950’s. The last two chapters of Evangeline and the Acadians talks about Cajun life and culture “today.” Children who read the book might need to be reminded that the “today’ of 1957 was much different from the twenty-first century “today.” I doubt very many Cajuns speak French as a first language nowadays or even use Cajun English dialect as the Cajun people have become even more assimilated into the greater American culture.

In addition to this book and the other two Landmark books by Robert Tallant, for those interested in the history and culture of Louisiana and of the Acadians, I would recommend:

Picture Books

  • Freedom in Congo Square by Carole Boston Weatherford.
  • Through My Eyes by Ruby Bridges.
  • If I Only Had a Horn: Young Louis Armstrong by Roxanne Orgill.
  • Mr. Williams by Karen Barbour.
  • Little Pierre: A Cajun Story from Louisiana by Robert San Souci.

Children’s books