The Lure of Story. INSTITUTION National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD

DOCUMENT RESUME

ED 361 651 CS 011 386

AUTHOR Paterson, Katheriae TITLE The Lure of Story. INSTITUTION National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD. SPONS AGENCY Office of Educational Research andImprovement (ED), Washington, DC. REPORT NO NRRC-2 PUB DATE 93 NOTE 26p. PUB TYPE Reports Descriptive (141) Viewpoints (Opinion/Position Papers, Essays, etc.) (120)

EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adult Basic Education; Adult Reading Programs; *Childrens Literature; Elementary Education; Literature Appreciation; Novels; ReaderResponse; *Writing Processes IDENTIFIERS Paterson (Katherine); *Response to Literature

ABSTRACT Noting that Katherine Paterson's booksare loved by school children everywhere, thispaper discusses her engagement with the books she writes and how childrenrespond to them. The paper begins with a brief discussion ofthe inspiration of one of Katherine Paterson's fairy tales and presentsan extended discussion of the motivation behind her writing "Bridgeto Terabithia," which was based on events in her own life. The paper also discussesthe ways in which Finian O'Shea, an elementary schoolteacher of sixth-grade students in Dublin, Ireland, managed toget such students to respond to literature. The paper then describesthe Vermont Reading Project,a book discussion program for newly literateadults which uses children's books. (RS)

*********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. * *********************************************************************** Katherine Paterson

U.S. DEPARTMENT Of EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 111,This document has been reproducedas received from Ihe person or organization originating it 0 Minor changes have been made to improve reproduction duality

Points of view or opinions stated in thiSCIOCu ment do not necessarily represent official NRRC OERI position or policy 4z) Instructional Resource No. 2 National Reading Research Center Summer 1993

2 PEST COPY MIRAN 1

NRRC National Reading Research Center //

The Lure of Story Katherine Paterson

INSTRUCTIONAL RESOURCE NO. 2 Summer 1993

0 1993 Katherine Paterson

Funding for the publication of this essay was provided by the National Reading Research Center of the University of Georgia and University of Maryland, which is supported under the Educational Research and Development Centers Program (PR/AWARD NO. 117A20007) as administered by the Office of Educational Research and Improvement, U.S. Department of Education. The opinions expressed here do not necessarily reflect the position or policies of the National Reading Research Center, the Office of Educational Research and Improvement, or the U.S. Department of Education.

3 NRRCNational Reading Research Center

Executive Committee National Advisory Board Donna E. Alvermann, Co-Director Phyllis W. Aldrich University of Georgia Saratoga Warren Board of Cooperative Educational John T. Guthrie, Co-Director Services, Saratoga Springs, New York University of Maryland College Park Arthur N. Applebee James F. Baumann, Associate Director State University of New York, Albany University of Georgia Ronald S. Brandt Patricia S. Koskinen, Associate Director Association for Supervision and Curriculum University of Maryland College Park Development Jo Beth Allen Marsha T. DeLain University of Georgia Delaware Department of Public Instruction John F. O'Flahavan Carl A. Grant University of Maryland College Park University of Wisconsin-Madison James V. Hoffman Walter Kintsch University of Texas at Austin University of Colorado at Boulder Cynthia R. Hynd Robert L. Linn University of Georgia University of Colorado a,' Boulder Robert Serpell Luis C. Moll University of Maryland Baltimore County University of Arizona Carol M. Santa Publications Editors School District No. 5 Kalispell, Montana Research Reports and Perspectives Anne P. Sweet David Reinking, Receiving Editor Office of Educational Research and Improvement, University of Georgia U.S. Department of Education Linda Baker, Tracking Editor Louise Cherry Wilkinson University of Maryland Baltimore County Rutgers University Linda C. De Groff, Tracking Editor University of Georgia Instructional Resources Technical Writer and Production Editor Lee Galda, University of Georgia Susan L. Yarborough Research Highlights University of Georgia William G. Holliday University of Maryland College Park NRRC - University of Georgia Policy Briefs 318 Aderhold James V. Hoffman University of Georgia University of Texas at Austin Athens, Georgia 30602-7125 Wdeos (706) 542-3674 Fax: (706) 542-3678 Shawn M. Glynn, University of Georgia INTERNET: NRRCOuga.cc.uga.edu NRRC Staff Barbara F. Howard, Office Manager NRRC University of Maryland College Park Melissa M. Erwin, Senior Secretary 2102 J. M. Patterson Building University of Georgia University of Maryland College Park, Maryland 20742 Barbara A. Neitzey, Administrative Assistant (301) 405-8035 Fax: (301) 314-9625 Valerie Tyra, Accountant INTERNET: NRRC umailumd.edu University of Maryland College Park About the National Reading Research Center

TheNationalReadingResearchCenter To further this understanding, the NRRC conducts (NRRC) is funded by the Office of Educational school-based research in which teachers explore Research and Improvement of the U.S. Depart- their own philosophical and pedagogical orienta- ment of Education to conduct research on reading tions and trace their professional growth. and reading instruction. The NRRC is operated by Dissemination is an important feature of NRRC a consortium of the University of Georgia and the activities. Information on NRRC research appears University of Maryland College Park in collabora- in several formats. Research Reports communi- tion with researchers at several institutions nation- cate the results of original research or synthesize wide. the findings of several lines of inquiry. They are The NRRC's mission is to discover and docu- written primarily for researchers studying various ment those conditions in homes, schools, and areas of reading and reading instruction. The communities that encourage children to become Perspective Series presents a wide range of skilled,enthusiastic,lifelongreaders. NRRC publications, from calls for research and commen- researchers are committedtoadvancing the tary on research and practice tofirst-person development of instructional programs sensitive to accounts of experiences in schools. Instructional thecognitive,sociocultural,andmotivational Resources include curriculum materials, instruc- factors that affect children's success in reading. tionalguides,and materialsforprofessional NRRC researchers from a variety of disciplines growth, designed primarily for teachers. conduct studies with teachers and students from For more informationabout the NRRC's widely diverse cultural and socioeconomic back- research projects and other activities, or to have groundsinprekindergarten through grade 12 your name added to the mailinglist,please classrooms. Research projects dealwiththe contact influence of family and fathily-school interactions on the development of literacy; the interaction of Donna E. Alvermann, Co-Director sociocultural factors and motivation to read; the National Reading Research Center impact of literature-based reading programs on 318 Aderhold Hall readingachievement;theeffectsof reading University of Georgia strategiesinstructionon comprehension and Athens, GA 30602-7125 critical thinking in literature, science, and history; (706) 542-3674 the influence of innovative group participation structures on motivation and learning; the potential John T. Guthrie, Co-Director of computer technology to enhance literacy; and National Reading Research Center the development of methods and standards for 2102 J. M. Patterson Building alternative literacy assessments. University of Maryland The NRRC is further committed to the partici- College Park, MD 20742 pation of teachers as full partners in its research. (301) 405-8035 A better understanding of how teachers view the development of literacy, how they use knowledge from research, and how they approach change in the classroom is crucial to improving instruction.

5 NRRCEditorial Review Board

Patricia Adkins Lynne Diaz-Rico Cynthia Hynd University of Georgia California State University-San University of Georgia Bernardino Peter Affierbach Robert Jimenez University of Maryland College Park M. Jean Dreher University of Oregon University of Maryland College Park Jo Beth Allen Karen Johnson University of Georgia Pamela Dunston Pennsylvania State University University of Georgia Patty Anders James King University of Arizona Jim Flood University of South Florida San Diego Stale University Tom Anderson Sandra Kimbmll University of Illinois at Urbana- Dana Fox West Hall Middle School Champaign ,niversity of Arizona Oakwood, Georgia kens Blum Linda Gambrel! Kate Kirby Pine Springs Elementary School University of Maryland Baltimore Gwinnett County Public Schools Falls Church, Virginia County Lawrenceville, Georgia

John Borkowski Valerie Garfield Sophie Kowzun Notre Dame University Chattahoochee Elementary SCI,001 Prince George's County School District Cumming, Georgia Landover, Maryland Cynthia Bowen Baltimore County Public Schools Sherrie Gibney-Sherman Rosary Left Towson, Maryland Athens-Clarke County School District Virginia Polytechnic Institute Athens, Georgia Martha Carr Michael Law University of Georgia University of Georgia Rachel Grant University of Maryland College Park Sarah McCnrthey Suzanne amen University of Texas at Austin Monty n'rery County Public Schools Barbara Guzzetti Rockville, Maryland Arizona State University Lisa Mc Falls UniVersity of Georgia Joan Coley Jane Haugh Western Maryland College Center for Developing Learning Mike McKenna Potentials Georgia Southern University Michelle Commeyras Silver Spring, Maryland University of Georgia Donna Mealey Beth Ann Herrmann Louisiana State University Linda Cooper University of South Carolina Shaker Heights City School District Barbara ?Aloha love Shaker Heights, Ohio Kathleen Heubach Fowler Drive Elementary School University of Georgia Athens, Georgia Karen Costello Connecticut Department of Education Susan Hill Akintunde Morakinyo Hartford, Connecticut University of Maryland College Park University of Maryland College Park

Karin Dahl Sally Hudson-Ross Lesley Morrow Ohio State University University of Georgia Rutgers University Bruce Murray Mary Roe Louise Waynant University of Georgia University of Delaware Prince George's County School District Upper Marlboro, Maryland Susan Neuman Rebecca Sammons Temple University University of Maryland College Park Priscilla Waynant Rolling Terrace Elementary School Awanna Norton Paula Schwanenflugel Takorna Park, Maryland M. E. Lewis Sr. Elementary School University of Georgia Sparta, Georgia Jane West Robert Serpell University of Georgia Caroline Noyes University of Maryland Baltimore University of Georgia County Steve White University of Georgia John O'Flahavan Betty Shockley University of Maryland College Park Fowler Drive Elementary School Allen Wigilad Athens, Georgia University of Maryland College Park Penny Old lather University of Georgia Susan Sonnenschein Dordis Wilson University of Maryland Baltimore Fort Valley State College Joan Pagnucco County University of Georgia Shelley Wong Steve Stahl University of Maryland College Park Barbara Palmer University of Georgia University of Maryland College Park Anne Sweet Mike Pickle Office of Educational Research University of Georgia and Improvement

Jessie Pollack LiqIng Tao Maryland Department of Education University of Georgia Baltimore, Maryland Ruby Thompson Sally Porter Clark Atlanta University Blair High School Silver Spring, Maryland Louise Tomlinson University of Georgia Michael Pressley University of Maryland College Park Sandy Tumaricin John Readence Strawberry Knolls Elementary School University of Nevada-Las Vegas Gaithersburg, Maryland Tom Reeves Sheila Valencia University of Georgia UnWersity of WasNngton

Lenore Ringleo Bruce VanSiedright New York University University of Maryland College Park

7 Credits & Acknowledgments

The cover drawings are by Keith Wimsett.

TheNationalReadingResearchCenter gratefully acknowledges the permission given by Kathryn Morton to publish material on pp. 2-3 from her personal correspondence with Katherine Paterson.

Portions of the materiai on pp. 9-13 appeared in Proceedings of the Sth Annual Drumcondra Educational Conference, March 1988 (ISSN-0790- 5076).The National Reading Research Center gratefully acknowledges the permission given by Finian O'Shea to use this material as well as material from his personal correspondence with Katherine Paterson.

Some of the following essay has appeared in printpreviously. Seeparticularly Gates of Excellence (1981), The Spying Heart (1989), and Lyddie (1991). All are by Katherine Paterson and are published by Lodestar Books-E.P. Dutton.

s Foreword

Katherine Paterson delivered the following real that they become people that children address at the National Reading Research feel they know. They talk with one anoth- Center Conference held in Athens, Georgia, er about whether Gilly should have gone to February 12-13, 1993. In keeping with the live with her grandmother, why Caroline conference theme, "Developing Engaged got such special attention, and whether Jess Readers in Home and School Communities," should have taken May Belle over the the conferees discussed children who are bridge into Terabithia.Children stay en- either engaged in reading or not interested gaged with these stories long after they in reading and described contexts that have finished reading them. either promote or discourage engagement Among the many honors Katherine in reading. We considered children as moti- Paterson has received for her books are a vated individuals, as members of school National Book Award for The Master Pup- communities, and as members of cultural peteer, a second National Book Award and communities. And we considered what a Newbery Honor for The Great Gil ly children read. Hopkins, and two Newbery Awards, the Good stories help children make sense first for Bridge to Terabithia and the second of their world and themselves. They allow for Jacob Have I Loved. children the opportunity to find themselves, Katherine Paterson also writes elo- understand themselves, and love them- quently about children, children's books, selves, warts and all. They offer opportuni- and writing for children. Her essays, collect- ties for experiencing the magic of beautiful- ed in Gates of Excellence and The Spying ly crafted language.Teachers who love Heart, are testimony to the depth of her books and willingly share them with their commitment to life and hope, children and students do so not for grammar or morals books. or lessons, but because children need to read wonderful books. Lee Gaida Katherine Paterson, noted children's National Reading Research Center book author, came to The University of The University of Georgia Georgia to talk about her own engagement with the books she writes and to tell stories of how children respond them. Her books are loved by school children everywhere. The characters she creates are so alive and I went to a symposium on children and The the arts in the spring of 1987 in what was then the Soviet Union. Another of Lure the delegates was a handsome Russian illustratornamedVladimirVagin. Vagin was well known in the Soviet of Union as an illustrator of fairy tales. Neither of us could speak the other's Story language, but through the help of translators we got to be friends during the time we were together. As a fare- Katherine Paterson well gift, he gave me an exquisite little book which he had illustrated. Nina lgnatowicz, then an editor at National Reading Research Center Universities of Georgia and Maryland Harper and Row and a fluent Russian Instructional Resource No. 2 speaker, asked me to do a book that Summer 1993 Vagin would illustrate which could then be published in both countries. One of the aims of our symposium was to develop this kind of project. "i'd love to, Nina, but Vagin needs a fairy tale to illustrate,"I said, thinking of the book he had given me. "And I don't write fairy tales. "Well, think about it," Nina said. I didn't really think about it at all. I was busy finishing Park's Quest and I only have room in my head for one book at a time. Then Christmas came and, as usual, our house was filled with grown children and relatives.At last one morning the house cleared John went off to work and everyone else went off to ski. You can imagine what the house looked like, so instead of cleaning up, I thought I'd take a show-

i 0 2 Katherine Paterson

er. When I got into the shower, I was that responds to the language of fairy thinking only of what needed to be tales at a deep, pre-rational level. done to bring the house to some kind I'm not sure this is all good. The of order before the next meal; when I language of fairy tales has certainly got out of the shower, I had a whole shaped our psyches; we didn't need fairy tale in my head. Where it came Bruno Bettelheim to tell us that, but from is anybody's guess.Anything to perhaps we need to examine how. I keep from cleaning the house,I sup- think it's healthy for us women to ask pose. if we want to teach our daughters that I rushed to my study and began to the meaning of a woman's life depends scribble down my story before I forgot on the appearance of a handsome it.Of course, it was revised both be- prince who with a kiss brings her to.life fore I sent it to New York, and later and turns her into a princess. after Nina had read it.But the story My friend Kathryn Morton, in a you read in The King's Equal is essen- recent letter, told me about a panel tially the story as it came to me in the she had moderated where the panelists shower. talked about children and literature. I've tried to analyze this. Well, I say "The panelists," she said, "had read to myself, it's because it's a fairy tale. their Bettelheim and supported the vio- Fairy tales are a fill-in-the-blanks sort of lence and contention we are used to in proposition.They begin with "Once children's rhymes and stories, as though

upon a time," they end with "happily it were a necessity like salt on food. .. . ever after,"and everythinginthe Personally,I have always wonderedif middle happens inthrees. There's the nursery rhymes and the Grimm nothing to it.You just take the struc- versions aren't the happenstance that ture and subvert it. we have gotten stuck with, rather than But why did it take me six years to being paragons or paradigms. We are write another one? I've certainly taken stuck with railroad tracks built to the enough showers since Christmas 1987! widthofthe Roman roads, Who knows?Inspiration is a mysteri- impractically narrow now. We are ous phenomenon. stuck with dangerous, badly designed, I'd always wanted to write fairy top-heavy yellow school buses, made tales. There is in me, as I suspect there new every year in the same anachro- is in most of you as well, something nistic mold.I try to envision children

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11 The Lure of Story 3

raised not on, jingles about manic farm- the disease which was found early, ers wielding carving knives intent on operated upon, and has not in these mutilating mice.Instead, what would past nearly nineteen years ever trou- it be like if they read more rhymes as bled me again. But at the time it did- wise and salutary as Yen le the Turtle n't seem so ordinary to me.I had four for instance...." young children. The thought of dying Then Kathryn goes on to talk about at all was frightening, but the thought the power of language to shape us. of leaving my children seemed more "What if," she asks, "what if we didn't than I could bear. use as the basic metaphor of group It was not that my death would activity,sports, which are ritualized leave my children alone, of course, warfare, but if we used the choir as the They had a very loving father who cut standard metaphor for group activities. down onhis own constantly busy Then we wouldn't come up with idio- schedule to make sure he was around cies like 'My country right or wrong% more and available to them more once we'd think: 'A good descant makes the their mother got sick. They had grand- music richer.'" parents, aunts, uncles, friends, and a In the midst of a world torn to little loving church congregation. The two pieces by racial and ethnic strife, the oldest, Lin anJe-!in, had always been metaphor of the choir seems as refresh- unusually close and they seemed to ing as a drink of cool sr), ing water. draw even closer together sometimes No matter what you think of the prodding each other into attention- traditional fairy tale and the effect this getting mischief, to be sure, but at particular form has had on us, it is hard least they were in it together.Mary, to argue the power of story itself. As I the youngest, had a wonderfully sup- often say to children, life often doesn't portive kindergarten teacher who, with seem to make sense, but a story has to her daughter who was Mary's friend, or no one will put up with it. did more for Mary than either duty or I wrote Bridge to Terabithia not to friendship r.ould possibly require. And trouble or frighten children, but in David had Lisa. order to make sense out of a time in Lisa had come into our life the my life that made no sense to me.In previous September. The small elemen- the spring of 1974, I learned that I had tary school the children had attended cancer an ordinary, garden variety of was closed,and all the students moved

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1 2 4 Katherine Paterson

to a larger school on the other side of "I'm trying to remember," I wrote, Takoma Park. David, our second grad- "if it worried me that David had cho- er, was miserable. At the little school sen a girl to be his best friend.I hope he had been something of the first not, but I can't promise. At any rate, grade celebrity.Even then he was a Lisa was the Liberation Movement's natural mimic and very funny little dream of the ideal girl.Bright, joy- fellow, as we:i as the class artist filled, self-assured the only girl to famous for his hilarious illustrations. invade the second and- third grade T- In the new big school, he found ball team. But sharing David's love for himself in a class of strangers. When animals and art. he tried to be funny, they thought he 'It's yourgirlfriend, David,' his was weird; when he drew his comic older brother would say, but David pictures, they sneered. He came home would take the phone callunper- in tears. He was never going back to turbed.Girl friends were a classifica- that school again as long as he lived tion for the ons who chased you on and there was no way Icould make the playground, hoping to grab you

him. I who had gone to thirteen and kiss you.Lisa was no more a "girl schools by the time I was eighteen and friend" than Rose Kennedy is a Playboy had been initially despised at nearly all bunny. of them was so over-identifying with "Lisa was the person you did every- my seven-year-old's unhappiness that thing with and told everything to. She I'm sure I exacerbated his problems. laughed at his jokes (the ones his older Anyhow, we were saved that fall. brother and sister groaned over), and One day the funny, happy little boy he laughed at hers. They played long,

that I thought I'dlost forever came imaginative games in the woods be- running in from school. Me and Lisa hind her house, and in the late spring Hill are making a diorama of Little they both turned eight years old. House in the Big Woods!" he cried, "On a bright August afternoon, the beaming all over.I'd never heard of phone call came.I listened in disbelief Lisa Hill until that moment. From then and horror and then quickly bypassed

on I was to hear hardlyirely other David, reading in the living room, to name. search out his father.Lisa was dead. Let me read you something I wrote Killed by lightning on a bright summer about their friendship back in 1975: afternoon.

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_ The Lure of Story 5

"Somehow Itold David and held principal went out and found him him while he cried, knowing in my hiding in a tree in the park nearby and heart that those tears would be only promised him he'd had nothing to do the first stirrings of a pain that would with his teacher's mishap.Every time shake his whole young being.... John or Ileft the house, the children "School began, and with it the real were sure we would never return. work of grief. Other children, uncom- Needless to say, it was a terrible fortable with the unaccustomed intru- year for our family.I found even in sion of death, teased David. 'You're in writing this speech these many years love with a dead girl,' they'd say. And later,I had trouble forcing myself to how could he deny it? think about it.It is not a time in my "He told me later that he tried to life I want to go back to. cut them out by pretending Lisa was In JanuaryI went to the regular still there.'Lisa and me used to sit in monthly meeting of theChildren's the corner in music class and sing "Free Book Guild of Washington. Members to be You and Me" real loud. So I sat took turns sitting at the head table there and tried to hear her voice, but with the guest speaker for the lun- there wasn't anybody there.I was all cheon, and it happened to be my turn. alone.' He was sobbing, and so was I. I had never met the speaker before.

. . .'I know why Lisa died,' he She was Ann Durell, then Senior Editor said one night after his prayers.'It's for Children's Books at E. P. Dutton. In because God hates me.Probably he's the quiet chitchat before the meal was going to kill Mary next." (Mary is his served, one of my fellow members said beloved younger sister.) to me quite innocently, "How are the children?"I opened my mouth to say David decided that God had made the obligatory polite "Fine, thank you," a list and was going to kill off everyone and what came spewing out of my he loved. Indeed, his beloved third mouth was a stream of anguish. In the grade teacher told me afterwards that rational part of my mind, I knew I was she had had a miscarriage that winter. behaving badly, but I couldn't help When a substitute appeared and David myself.The story of my child's pain learned Mrs. Beckman was in the hospi- simply poured out. tal, he ran away from school and was I couldn't stop, but finally, I ran only persuaded to return when the out.There was a long silence.And

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14 6 Katherine Paterson

then the guest of honor from New Anyhow,followingthatinitial York said gently, RI know this sounds piece, I started to try to turn the expe- just like an editor, but you ought to rience into a story.After several false write that story." starts, I began to write a story in pencil I went home that day and thought in a used spiral notebook, so that if it about what Ann Durell had said. I came to nothing, I could pretend that couldn't do what I wanted to do. I I'd never been very serious about it. wanted to bring back Lisa from the Gradually, I produced thirty-two

dead. I couldn't even comfort my smudged pages which I transferred to grieving child.So I would do what I the typewriter. The plot thickened, the could.I would write a story that would characters acquiredreal names, the somehow help me make sense of this setting became the area in Northern senseless tragedy. Virginia where I had taught school my As it turned out, I didn't have any first year out of college. idea how to begin. Istared at the The book was moving forward, typewriter a lot.And then I said to going well, until suddenly, one day I myself what has become almost a mot- realized that when I began work the to of mine in the years since, "If you next day I would be writing the chap- can't write what you want to, write ter in which Leslie would die. what you can." I solved that problem.I just didn't The only thing I could write initi?Ily go to work the next day.I straight- was a sort of history of the friendship ened my shelves.I did the laundry. I between David and Lisa, a part of even cleaned the kitchen.That took which I quoted above.It's interesting, several days.I was reduced to scrub- perhaps, that after I wrote that three bing the floors on my hands and knees page memoir, I totally lost it.I didn't when a long time friend of mine asked even remember it existed.It surfaced quite casually, "How is your book go- several years after the book was pub- ing?" lished, in one of my infrequent attacks She, of course, didn't know what upon the stacks of paper threatening book I was writing, nor even that no to engulf my study. My mother used one is ever supposed to ask me how my to say that no literate person should work is going.But Estelle has known ever attempt to clean house. me since we were both in school to-

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15 The Lure of Story 7

gether and tends not to be intimidated through the mails.I think I was still by Katherine Paterson, writer. calling her Mrs. Buckley at the time. I So I did what I had done months know I hadn't been burdening her with before at the luncheon.I blubbered the trials of my private life.What in out the truth.I told her the book was the world was she going to make of terrible and going nowhere. "I guess," this weird, truncated manuscript? I was

I said, thinking I was very wise, "I guess sure that I had single-handedly and

I just can't go through Lisa's death with devastating effectiveness guaran- again." teed the destruction of my writing Estelle looked me straight in the career. eye."I don't think it's Lisa's death you I don't know how long I waited for

can't face,Katherine. I thinkit's the ax to fall.It seemed forever, but yours." one day, probably only three hundred

I went home to my study and shut or so years after I had mailed the

the door. Ifit were Lisa's death I manuscript, Virginia called."I want to couldn't face, that was one thing, but talk to you about this new manu- if it were my own, there was no es- script.TM "yes." "I laughed through the cape.I would have to finish the book. first two thirds and cried through the I wrote the chapter and moved straight last," she said.I nearly collapsed with through to the end of the draft, the relief.It was all right. She understood sweat pouring down my arms. And as it turns out, she always does

because I could not stand to have it whatwas trying to do."Now," she

around, I did what no professional said, "let's turn it into a story."

writer would ever do: I mailed the I love revisions.Where else, asI manuscriptto myeditorVirginia have said mbre than once, can spilt Buckley before the sweat had evaporat- milk be turned into ice cream?My ed. peerless editor Virginia Buckley helped As soon as Ileft the post office,I me revise by asking me questions.

was seized with terror.What had I That, I've learned, is how great editors done? At this point in our professional work. They make no attempt to take relationship,Ihad met Virginia only your book from you; they ask you once, and that formally and briefly. questions to help you make it better. Yes, we'd done three books together, "Iwasn't quite sure what you but that work had been done chiefly meant," Virginia said."Is this a book

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16 8 Katherine Paterson

about death or a book about friend- been one of the worst experiences of ship?' my life and the rewriting was one of Until the moment she asked the the most glorious experiences Ihave question, I had thought that Bridge to ever known. Terabithia was a book about death, but I was on such a high that I wrote to when she asked the question it was a Virginia:"I know that loveisblind moment of enlightenment. Ifelt al- because I've just mailed you a flawless most like Buddha under the bo tree. manuscript." 'It's a book about friendship,"Isaid My sight was soon restored.I knew with utter certainty."That's what I perfectly well that it was not a flawless thought,she said. "Now you need to manuscript anymore than a child of go back and write it that way.' That mine is without sin. But I loved it made sense. What the author thought almost as fiercely. Ididn't think the the book was about would certainly world would.But, in a funny way, I shape the story. "In a friendship," didn't care.The book had done so Virginia said, "both friends grow and much for me that I couldn't be both- change.It occurs to me that Jess is ered about critics or the general public. changing in many ways. Perhaps some- IfI thought about reactions to the thing should occur to make Leslie book at all, I thought that probably no

change too...." one whose name was not Paterson And although it is almost impossi- would be able to understand it. ble for me to believe this now, it was The book was fifteen years old this at this moment that Janice Avery en- past September. It can be read, I think tered the book.I cannot imagine the the last count made it, in twenty lan- book without her, but I know she only guages from Slovak to Chinese.I can came in at this point, modelled after, I no longer maintain that you have to be must admit, Pansy, the seventh grade namedPatersontounderstandit. bully, who with her enormous pals Among its uncounted readers are thou- terrorized the playground of Calvin H. sands upon thousands who have given Wiley School when I was a frightened, my story, in the words of Robert Louis undersized fourth grader, fresh off the Stevenson, a "just and patient hearing" boat from China. who have, even more than that, Well, anyhow, Irevised the book. brought to my book their own lives The initial writing, as I said earlier, had joys, pains, sorrows and the gift of

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1 7 The Lure of Story 9

their own imaginations, and have made aren't brave enough to share your this book something far more won- deepest feelings and fears and joys derful than I could have ever made it with the child reader, then perhaps you alone. need to find another line of work. Literature makes an everyday expe- But I hurry on before I am totally rience of this joining of the human misunderstood.Just running around spirit that is so rarely possible in our nakedjust offering fresh raw insides ordinary lives. to the readeris not enough. For per- Helen Keller, who was both deaf sonal experience to turn into literature, and blind, had this to say about the something else is necessary. power of literature to overcome physi- The raw material which is ourselves calbarriers and human deficiencies. must be shaped by time and life and "Literature," Helen Keller said, "is my skill into a story a story that comes Utopia. Here I am not disenfranchised. from deep within ourselves but is trans- No barrier of the senses shuts me out formed into a language that other from the sweet, gracious discourse of people quite different from ourselves my book friends.They talk to me can hear and respond to. without embarrassment or awkward- ness." Someone who has become a friend But this kind of intimate relation- of mine through the world of story is a ship between writer and reader is only man named Finian O'Shea.Finian has possible when the writer is willing to taught for about twenty years in an risk opening herself, revealing her own elementary school located in a working depths both bright and dark for class district of Dublin, Ireland. A few the reader's scrutiny. years ago, in the school where he was Somebody said to me once: "You're teaching, the administration took a such an open person."I was startled. look at the truly hopeless kids the "You don't understand," I said. "Writ- ones who had been passed up to the ers are very private people, who run sixth grade without learning anything around naked in public." they were asked to and who had kept But a serious novel demands this every class they were assigned to in an nakedness. Some people think you can uproar. cheat if you're writing for children. The administration sifted all these But Idon't believe you can.If you sixth graders out and gave them to

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18 10 Katherine Paterson

Finian. The dregs of the dregsthey several of Finian's toughies came racing were thought to be.None of them into the office to find him, yelling at could or would read or write, much less the top of their lungs in the presence add or subtract. They couldn't even sit of the startled principal, "Teacher! still."What do you want me to teach Teacher! You got to come outside. these children?" Finian asked the prin- There's a great rumbustification going cipal."I don't care what you teach on!" them," the principal answered."Just So, it was a lot of Margaret Mahy keep them from tearing down the and other picture books of the same school." quality and outrageous humor to begin So, released from the established with before he began easing them into Irish curriculum and with no curriculum longer books. The sixth grade pirates of any sort, Finian had to figure out began reading and writing on their how to keep his sixth grade hoodlums own without even realizing that Finian from tearing down the building.He had put something over on them. decided that no one, not even these Still,Finianwasnotsatisfied. children, could fail to respond to a Something was lacking.None of the story if it was a good enough story. books the class had read delved past He gambled first on Margaret Mahy their surface feelings.He decided to a picture book, although these children try them on Bridge to Terabithianot were 11 and 12 years old. They were because he was sure that they would also children with extremely limited understand it or even like it, but be- vocabularies, except in the area of cause it was a book_be himself loved. obscene language, but, never mind. There mefe problems from the Finian read out loud Mahy's rollicking outset. Only one of these children had tale,The Great Piratical Rumbusti- ever seen a cow, much less America. A fication. The children loved it.Were- crisis arose the day Sean, appointed the n't they all pirates themselves? They class agricultural expert by virtue of the snatched the story to their outlaw week he had spent as a fresh air kid on hearts. an Irish farm, informed his classmates Finian later told me that the only as to the origin of milk. time he could recall ever seeing even a "What?"criedBernadette, who suggestion of smile on the face of the knew all about sex, but nothing about school's principal was the day when cows."He's lying, isn't he?" She ap-

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19 The Lure of Story 11

pealed to Finian.After all, Sean was replied Conor. 'My dad would...,' he the class's most notorious liar. began, but could not finish the sen- "I'm afraid not," said Finian, "not tence.All the children knew his dad this time." had left home, deserting his wife and "You expect me to believe they children." serve that in the lunchroom?" Later Conor wrote in his journal: "Yes,"said Sean, rubbingitin. "My dad is great.I like him a lot. "They just put it into those little white Sometimes we go for walks inSt. boxes in a factory." Anne's Park. We bring the dog and "I'll never drink that stuff again as sometimes my two younger sisters.last long as I live,* she swore. And as far as year my dad took me to Liverpool to we know, she never has. see Liverpool F C. play. We went by There were many times when boat It was great. my Dad was afraid Finian wondered if he'd made the right all the time that I would get lost. On choice.All the other books the class the way home Dad was sick.I had to had read were high humor.When, mind him.He does not like football however, he talked with them about very much but I do. He does a lot of Jesse's relationship with his father, he gardening.I think he likes it when I realized that the book had struck a help him. He does my homework with nerve. me sometimes. he says it's very differ- In a report of his year with these ent to what he learnedinschool. children he has written:"I was asked Sometimes we wrestle and he lets me to reread the part of the story where win.I like him a lot." Mr. Aarons appeared, and the discus- Reading such passages as this 3bout sion quickly turned to the roles their the father of Conor's dreams, Finian own fathers played in their lives. Super began to relax. He was winning them hero status was ascribed to some fa- over, he told himself. They were not as thers, the exaggeration being accepted tough as they pretended to be. by the group, as the desire Jesse had Then Leslie died. There was a for his father's approval took root in collective gasp silence until some- some of their own lives.'His father one said accusingly: "You knew, didn't should have helped him be a good you?" runner,' said Bernadette.'But he had "Knew what?" Finian asked. to leave really early to go to work,'

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20 1 2 Katherine Paterson

"You knew all along she was going lot,' said Sharon.'She made him see to die. You'd read it before." how important it was to draw."She He had to confess he had known. also told him lots of stories and he "How dare you?" the accuser cried. would read more books,' ventured "How dare you make us like someone Conor. 'That was a kind of bridge, when all alon you know she was wasn't it? It took him away from all the going to dier girls to where he would be happy.'" Finian tried to read the next chap- "The group decidedthat they ter, but the class wouldn't let him. He would prefer to hear a story about had betrayed them. They hardly spoke 'real people' in 'real situations,' soI to him for two days. He had known all begantoreadYokoKawashima along and still he'd done it to them. Watkins' Far from the Bamboo Grove," What kind of a teacher, what kind of a writes Finian. At the end of the year, person, would do such a thing? much to Finian's surprise, the class At last, like all children, like all of voted Bridge to Terabithia "Best Book us, they couldn't stand not knowing of the Year." They asked Finian to what happened next. They sat in stony reread it to them in the story circle. silence, but they let him finish. When This time as he read, there were hardly he asked for reactions, they couldn't any interruptions as the children lived get past their anger that Leslie had out their own fears, joys, and hopes died. through the story of Jess and Leslie. But what happened? I asked Finian "Some days later," Finian has writ- when he shared this story with me. ten, "some days later I finished reading What happened to thesechildren. Florence Parry Heide's The Shrinking of Well, he said, they came to me unable Treehorn, when the discussion unex- to read, write, or do math. They left pectedly returned to Jesse and Leslie.'I me still pretty hopeless in math, but was thinking about the bridge,' said they could all read and write. They left Francis. 'It was the friendship between him and went on to the Irish equiva- Jesse and Leslie, wasn't it?"It was the lent of junior high school where there bridge to somewhere private,' added was no Finian to protect and nurture Carl, 'somewhere where they could be them. Were they destroyed? I asked on their own and make up their fearfully.Oh, no, said Finian.They games."Leslie taught Jesse an awful had tome to feel too good about

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21 The Lure of Story 13

themselves. No one would ever be might do a better job, and they decid- able to take that away from them. ed that adults who were just beginning Now, of course, the reason I know to read needed to know the full joy of this story is because it was my book books.Their concern blossomed into that Finian chose. There are other the Vermont Reading Project. This is a equally wonderful stories about other book discussion program for newly books and other children whose lives literate adults, using children's books. were changed by reading them. But I This is the way it works: A series of think Finian gives us the clue to how discussions is set up on a single theme this can happen. He chose books that homefriendship couragehisto- he himself loved. It never occurred to ry.It will run for three months, meet- him that he should choose stories that ing once a month, usually in a public would be good for his little hoodltims. library.Adult students are invited to None of us want stories that preach at attend with their tutors.Each night us or give us models of upright or three books will be discussed which politically correct behavior. We love- relate to the theme. One is a picture stories that help us make sense of the book, one, in the beginning reader human condition that help us know category, and the third, a novel. The ourselves more completely and with idea was that the students would be greater compassion. given all three books, and then they Since I moved to Vermont six years could choose a book on their own level ago, I have been involved with adults and still be able to enter into the dis- who are, for the first time, learning cussion of the theme. The idea broke how to read and write people who down, however, when it became appar- have been denied the riches of the ent that every student was determined written word. to read all three books. The students Vermont, like too many states in who could not handle the novel, simply our country, has a large illiterate popu- bullied their tutorsinto readingit lation.For the last decade, great ef- aloud or helping them get through it forts have been made to tackle this word by laborious word. problem, with varying degrees of suc- One of these students has been cess.Seven or eight years ago, a cou- reading my novel Lyddie for a year ple of the tutors for adult basic educa- now. As difficult as it is for him, he has tion began talking about how they told his tutor that he is determined to

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22 14 Katherine Paterson

read it to the end. He has to know if better warn you. Most of these people Lyddie will marry Luke. His tutor and I have never heard a formal speech in are both very nervous. their lives. They don't have any listen- In 1989 new literates in Rutland ing skills."

had a wonderful idea. Through book I think you're saying I shouldn't discussion, they had come to love write out the speech the way I always books. "Let's have a celebration," they do." said. "Let's invite the students from "I'm afraid so,' she said. the discussion groups all over the state, A librarian friend drove me to the choose a book that everyone will read, Cortina Inn near Rutland, over the and discuss it." mountains, along curving back roads by The book they chose was The Great the river.I am not given to motion Gil ly Hopkins, and because the author sickness, but, believe me,I was near just happened to live in the state and death from fright.And it was not Barbara Bush wasn't available, they Grace's driving. An hour and a half to

asked me to speak at the celebration. fill and no prepared manuscript. I The Vermont Council on the Hu- don't memorize well any more. My manities, IBM, and, of course, that grey cells have blanched out. Ialter- company that always helps, Ben and nated, during that long early morning Jerry's, were enlisted to provide money drive, between nervous giggles and for the event.The owner of a ski intenseifsilent prayer. "Oh God, resort motel offered his beautiful facili- please let me get through this speech ties. But would anyone come? without making a fool of myself!" More than three hundred students Now I have not in my long, Presby- and tutors did, from all over the state, terian life had many experiences when even though for many it meant missing I could truly say that I thought I heard a day's wages, taking a bus at dawn to the voice of God. But I seemed to that meet with strangers, and, not inciden- morning. And God said: "Shut up. tally,revealing to 300 other people This is not your day." that they had just learned to read. And when Ishut up and forgot When the invitation to speak was about my fear,I had one of the most passed on to me by Sally Anderson, the amazing days of my life.It was an state director of the Reading Project, audience a politician would die for. she said: "Um, Katherine, Ithink I'd They hung on every syllable. They

NRRC National Reading Research Center The Lure of Story 15

laughed at every joke.IfI asked a particular story.I would wreck it ifI rhetorical question, someone was sure tried to tailor it to fit a particular audi- to answer. The leaders had to bully us ence. to a stop at the end of the hour and a As it turned out I was wrong about half while the audience was still giving the inaccessibility of Lyddie. In the fall their testimonies to the power of books of 1991 when we held the third annual to challenge and to heal. These people CelebrationofPeopleandBooks, gave me themselves because they had Lyddie was one of five books relating read Gilly's story and they identified to Vermont history that participants with her hurt and anger. They loved might choose to read and discuss.In her, and by extension they loved me honor of Vermont's Bicentennial, the because I had somehow given her to Shelburne Museum (which is our an- them. swer to Williamsburg) provided ele- I went home and turned back to gantly written and printed study guides the story I was trying to write, set in to each book, relating the contents of Vermont of the 19th century, and, of the books to what participants would course, my growing friendship with see as they toured the various buildings adults just coming into the joy of read- and exhibits on the Shelburne grounds. ing was very much on my mind. More than five hundred people came Lyddie, like many of my new friends, and of those, more than 100 new read- had to take on the responsibilities of ers chose to read and discuss Lyddie. adulthood when still a child.She, like One of the participants has said I they, had to struggle against terrible might share some of her reflections on odds and, despite her lack of schooling, the celebration. determined to read for herself a book a friend had read aloud to her and that "My teacher is the one who encour- she had loved. aged me to read Lyddie, and I'm glad

Still, even as I wrote the book, I felt that she did.... Lyddie is a lot like me sad that it was too difficult.It would because I don't know how to read very be inaccessible to the very people who well, and Lyddie had a hard time, too. had inspired much of its writing. But I But Lyddie is more like I would like to believe strongly that a book teaches be.... I really did have such a won- you how it ought to be written, and I derful time that day at the Shelburne was trying to obey the dictates of this Museum. The museum brought Lyddie

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24 16 Katherine Paterson

to life.... I want to thank you for That is our work, isn't it yours spending the day with us and writing and mine? To give stories to provide and autographing such a wonderful the nourishment and healing and joy book.I really had a great day.I can't of books the full power and glory of remember when I had such a wonder- language to those of whatever age ful day.I didn't want the day to end." who need literature for the spirit as they need food and drink and shelter "The next day in the mill, the noise for the body. There are difficulties in was just as jarring and her feet in the work each of us has chosen, and I Triphena's old boots swelled just as certainly do not minimize the tough large, but now and again she caught challenge each of you faces every day. herself humming. Why am I suddenly But, unlike many people in this world, happy? What wonderful thing is about once upon a time you and Ireceived to happen to me? And then she re- the gift of language, spoken and writ- membered. Tonight after supper, Betsy ten, the language of the present and would read to her again. She was, of the language of the ages a treasure course, afraid for Oliver, who was all beyond measure. And beyond that, mixed up in her mind with Charlie. But you and I are allowed every day to there was a delicious anticipation, like share that treasure with others. Maybe molded sugar on her tongue. She had we're not living a fairy tale but it's to know what would happen to him, certainly a glorious adventure. I'm glad how his story would unfold. we're in it together. "Diana noticed the change. 'You're settling in faster than I thought' she said.But Lyddie didn't tell her.She didn't quite know how to explain to anyone, that it wasn't so much that she had gotten used to the mill, but she had found a way to escape its grasp. The pasted sheets of poetry or Scrip- ture in the window frames, the gerani- ums on the sill, those must be some other girl's way, she decided. But hers was a story."

NRRC National Reading Research Center

25 NRRCNationa/Reading Research Center

318 Aderhold, University of Georgia, Athens, Georgia 30602-7125 2102 J.M. Patterson Building, University of Maryland, College Park, Marylcmd20742 26