Hubbub and Blurt: Library WHO?

Friday, October 23, 2015

Library WHO?

Addy S., Room 207, is the first winner of the year in the Library WHO? game. Addy took a name tab for Sarah Winnemucca and submitted the correct responses to the three questions.

List three accomplishments of the person whose name is on the tab.
Person's date of birth and death
Your full name and Homeroom #

We have this book by Mary Frances Morrow in our Loring Library. It is part of a series called Native American Stories.

Author Sarah Winnemucca was an educator, interpreter and military scout who advocated for the rights of Native American communities. She was born in 1844 in Humboldt Lake, Nevada, and descended from two chiefs. She was a member of the Northern Paiutes. Sarah Winnemucca developed a high proficiency in language, later serving as an interpreter for her people and the U.S. Army.

She excelled at languages and served as an interpreter for the U.S. Army in 1860s and 1870s. Hoping that her work to help her people, Winnemucca was disappointed by the treatment she and other Paiutes received at the hands of the government after the Bannock War ended.

Sarah Winnemucca campaigned vigorously for a suitable home for her people. She toured the country, giving lectures to gain support for her cause. While Winnemucca was unsuccessful in her efforts, she did help preserve the history and culture of her people by writing her autobiography, Life Among the Paiutes, in 1883.

Having spent some time as a teacher earlier in her life. she helped establish a school for Native American children in Nevada the following year. Unfortunately the school later closed because of insufficient funds. Winnemucca died on October 16, 1891.

Here's something Sarah wrote:
"For shame! For shame!
You dare to cry out Liberty,
when you hold us in places against our will,
driving us from place to place as if we were beasts."

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Reading and Me

When I read, I experience in poet Jane Hirshfield’s words, “a clarification and magnification of being”. Hirshfield is speaking specifically of poetry here, “its word-woven and musical invocation”. The treasure - the ability and freedom to read – and its result – knowledge, insight, wisdom, understanding, empathy, compassion - is lifeblood of human civilizations. The exploration of words (those squiggly shape pictures on the pages) – broken down into those letters in a row then a space then some more letters in a row, each having a sound and a way – knowable! – to become the sentence, the paragraph, the verse, the poem, the story, the novel, the treatise, the manifesto, the sacred statement, the myth – this exploration of words, how to read them and what they mean – this is reading. If you cannot read, the list of loss goes on forever. The works of these authors: Aardema. Alcott. Avi. Babbitt. Bemelmans. Carle. Cooney. Coville. Dahl. Dorros, DePaola. Ehlert. Galdone. Hamilton. Henkes. Keats. Kimmel. Lester. Lobel. Lowry. MacLachlan. McKissack. O’Dell. Peck. Peet. Pinkney. Polacco. Rylant. Seuss. Silverstein. Spinelli. Travers. Ungar. Van Allsburg. Wells. Wilder. Young. Zieffert. Language is a living thing – these stories are mirrors of our lives and doors into other families and cultures.

I worked for many years at the Reference Desk in the Children’s Room of the Public Library. The first key to that room is an adult who will bring a child and choose books to look at and read aloud. The second key to that room is consistent regular persistent introduction to the wealth lined up on each shelf. The third key is the habit of use – a willingness, a commitment, to go weekly, to bring a big rolling box, to read and reread and reread the books at home. Ask the librarian questions, look for answers in the books. The questions may not be “homework related” –- the questions may be “What’s a good book about taking a bath? Try The Tub People by Pam Conrad. “My child thinks she will never be able to figure some things out.” How about Leo the Late Bloomer by Robert Krauss? “We are planting a garden.” How about Allison’s Zinnia by Anita Lobel?

During my year with Minnesota Reading Corps I helped children with reading skills. I held open the door. I held open the passages. I focused on the vowels and helped turn squiggly picture shapes into words made of letters. Mystery to meaning. We walked through these doors. This is blending, this is segmenting. In blending students connect sounds together, in segmenting they separate words into sounds. The reading path begins with awareness of the page content. Reading is decoding. The words are made of sounds! The sentences are made of words! There are syllables and segments! There are rhymes! We can blend, we can combine separate sounds into meaningful words! We can take this words apart and make different words! This is segmenting, this is blending, this is reading! This has meaning. We work to achieve comprehension by constructing meaning from the written text. This word means something you can know. This vocabulary makes meaning. This story is for YOU. You make this story mean something. This is the world that reading opens and enriches. There are fierce thunderstorms here and nannies who arrive by umbrella. There are Enormous Crocodiles, Muffins for Moose, Snowy Days, Giant Peaches and Millions of Cats. There is a Bear Hunt and An Old Lady Who Swallows a Fly. There is a Velveteen Rabbit and a Garden of Verses. There is a place where there are Wild Things. This is the world that is lost to a child who cannot read.

Today in the USA most children learn to read at school. Few bring homemade lunches anymore and most bring complications that arise from our culture’s technological fixations and media fascinations. Nevertheless, schools and teachers are diligently striving to teach these children to read. Some take to it, others do not. Some have help from home, many do not. Some speak languages other than English and cannot read in either language. Some will learn to read. Some will not. Others will require a faithful consistent daily reading tutor. Be that person another student, an Associate Educator, a teacher, a parent, an encourager – we all had helpers. Here at Loring Library we have books. And I am here to open doors and read aloud and answer questions and point the way and listen and learn. Welcome to Loring Library.