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Pictures That Storm Inside My Head: Outside Over There

I’m stealing the title of this post from a poem that appears in a book of the same name to discuss Outside Over There, and there’s a reason for that.

Perhaps you’re familiar with the movie Labyrinth. In it, Jennifer Connelly has to enter the realm of the Goblin King (David Bowie) to save her brother (the movie will be discussed as part of the next Parental Advisory podcast).The movie is, in part, inspired by the works of Maurice Sendak, and, in particular, his 1981 book Outside Over There. The plot of Outside Over There is very similar– in it, 9 year old Ida’s baby sister is stolen by goblins, and Ida must journey into “outside over there” to find and rescue her.

Sendak said in an interview that Outside Over There is the last of three books created to acknowledge the inner world of children, which is often chaotic and feels out of control (I’m paraphrasing radically here). The other two books are Where The Wild Things Are and In The Night Kitchen. Of the three Outside Over There is, I think, the most unsettling and the most fascinating.

In Where The Wild Things Are, Max’s anger and imagination can’t be contained within mere physical walls. His escape allows him to get his out of control feelings out, to calm down and return home, a place where he can count on coming back home, to soup that is “still hot”. While it’s not a comfortable book for a lot of people, it has a comforting resolution. That isn’t the case in Outside Over There.

Ida’s parents are absent– her father is literally out to sea, and her mother is mentally unavailable. This leaves Ida with unwanted responsibility for her sister. While Ida is, in the words of my son, “busily doing something else”, goblins steal her sister away, leaving an ice baby. And Ida, at first, doesn’t notice. As her anger rises, there’s a storm out the window with a ship astray at sea.

This is the nightmare of so many parents– that their child might be stolen away. And it’s unsettling to certain children that their parents might be absent, even if they’re there; that they could be kidnapped themselves; that their sibling could go missing on their watch; that, like “Ida mad”, they could hold that terrible storm inside.

Ida goes on a journey to find her sister, but she is lost. She’s going in the wrong direction, still unable to see her sister in the goblin world of “outside over there”. When finally she turns around and finds the goblins, they are all babies, and, like the Pied Piper she must charm them away with music into the churning water to reveal which one is her sister. Like Max, she takes control, and finds her way back home. In the illustrations the goblin babies are fascinating and disturbing. Those are the pictures my daughter turns to again and again.

But unlike Max, Ida does not return to the comfort of a mother who nourishes him even when she’s not present. Instead, she comes home to a letter from her father telling her to take care of her mother and sister. Her storm has passed, but she doesn’t get to be a child again.

Outside Over There contains feelings both frightening and glad, ambiguous wording, and illustrations that create the impression of a strangely wrought and unpredictable fairly tale. When I talk about it with my daughter it’s in a very nonlinear fashion. We examine the illustrations, we talk about what some words and phrases mean, we skip around and come up with more answers than questions. For her this is fascinating, but not really recognizable as a traditional story. My son, an older brother who is often “busily doing something else” or doesn’t necessarily want his sister on top of him all the time, wants nothing to do with it. Ida’s anger, expressed so visibly and vividly, is unsettling to him.

Not that long ago I wrote about R.L. Stine’s comments on writing horror for children. Stine (to paraphrase) said that scary stories for children need to be over-the-top fantastic, funny, and sometimes gross, so that kids don’t think the stories could possibly be real. I would say that’s the kind of thing my Monster Kid likes- the Scooby Doo school of horror. Outside Over There is not that kind of story. It taps into something deep inside children, something that speaks to certain children and can really be unsettling to others, and certainly to adults (especially those looking for deeper meaning). It definitely wasn’t written with the same purpose in mind as the Goosebumps books. But both somehow fall into the wider category of scary books for kids.

If you are librarian or parent reading this, whether or not you’d classify this gorgeously illustrated and idiosyncratic Caldecott Honor winner as a scary book for kids doesn’t really matter. What does matter is that you understand the kind of effect it may have on a reader, and plan to take time to talk about it when you put it in a child’s hands, if that child needs it. In my classes on children’s literature, I learned about many Sendak books: Where The Wild Things Are, In The Night Kitchen, and Chicken Soup With Rice… but not once (and I’ve taken multiple classes) was this book ever mentioned. And really, I think it should be.

Diversity is Good… So Are School Libraries.

I was saddened to read this article today in the New York Times, about a neighborhood school with forty percent of the children receiving free lunch that was struggling to save its school library. By digging deep and rallying their community the students of PS 363 in New York City raised the money to save their library and keep their school library program going for another year.

I am lucky enough to live in a district with reasonably well-funded schools, due to a referendum that passed a few years ago. This allows the schools to offer a school library program staffed with professional school librarians not just during the year but also for several days during the summer. The article in the Times notes that while diversity is considered to be a benefit of a public school education, cuts in education are creating casualties in schools like PS 363 (aka The Neighborhood School), where the socioeconomic diversity is enough to make fundraising efforts difficult, but not quite extreme enough to qualify for extra federal funding.

We’ll never escape the inequities of school funding. Some schools will have extraordinary resources available to them, and others will struggle. One way to even the playing field is to make sure that schools like PS 363 have great school library programs staffed by professional librarians- there are strong correlations to significant improvements in student achievement and literacy, for kids at all socioeconomic levels (you can check out Scholastic’s excellent report summarizing the research here– the school also has a link to the report on their fundraising webpage).  Where is the money going to come from? PS 363 showed that supporting  vital, if unfunded, educational programs requires a community effort. It is amazing to me how the school community and surrounding neighborhood pulled together and saved the library program for another year.  The only way it’s going to happen is if each of us gets personally involved in saving an imperiled school library, regardless of the situation the students, and school, find themselves in.

 

Thank a School Librarian Today!

I missed saying anything about National School Library Month in April, which is sad, since I am a school librarian (if not a practicing one). The PTO here makes a big deal about Teacher Appreciation Week, which was in the beginning of May, and classroom teachers get appreciated that week, but somehow, when I taught (and you have to be a licensed teacher to be a school librarian) the school librarian wasn’t usually remembered (except for a few extremely special kids, who I will never forget). And I fell a little behind there too.

So now, here, we are headed into the last week of school. Yes, I know the rest of the world is in school until sometime in June, but here, school is out on Thursday. So my opportunity to say anything to my son’s school librarian this year is coming to an end very soon.

At the beginning of the year, the kids at my son’s school were supposed to choose from a selection of age-appropriate books for kindergarten. My son, used to picking out his own books, wanted the shelves where the monsters were and went bananas. I know because I got a call at home. We talked for awhile, and concluded that reading all kinds of books, with and without monsters, was the way to go. And he started to bring all kinds of books home, some with monsters, some without. I see this as a good thing- reading should widen the world beyond just one topic, and there are so many other things to read about in addition to monsters! He began to bring home some longer books, and was allowed to keep them for more than the allotted week while he studied them intensely. And then he discovered the Crestwood Books movie monster books. Either he was really burrowing for something or she found them for him, because they’re in a nondescript, if very durable, school library binding, and not the original attention-drawing, orange covers. Many libraries weed their collections frequently to keep the collections current and to remove items that are falling apart and I am thankful that she kept these for my son to discover. Even though I had to tell him we couldn’t read them at bedtime because the pictures were too scary. Even though his grandmother told me the books were “gross”. He has loved them so much! And he has had the opportunity to discover them, learn from them, create new drawings and stories, and read the books again and again because she kept them and put them in his hands.

Now, he was already an enthusiastic reader, and a pretty good one, considering that he is a kindergartener. But imagine the fire the right book can light in a child who doesn’t like to read or who struggles with it. The book, or the idea within, that lights that fire, doesn’t always come from the hands of a librarian. But it can.

So take a moment to thank your school librarian and say how much you appreciate her (or him). It doesn’t happen enough, and while your child might not say anything much at home, you can never underestimate the impact a school librarian can make.

Thank you, every single one.