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Animals as People
in Childrens Literature
Books that use animals as people can add 205
Carolyn L. Burke
Joby G. Copenhaver emotional distance for the reader when the
Copyright 2004 by the National Council of Teachers of English. All rights reserved.
JAN-LA2.QXD 12/2/2003 4:03 PM Page 206
No, Ill do it myself. This story and creatures would find a place in the tions (Gleick, 1987). There is no
its resolution confirmed Carolyns stories that we tell. And they do. pause button to life. Literature pro-
belief in the rewards of hard work, But when these animals begin to vides a device for grouping, organiz-
the need to take responsibility, and talk and scheme and learn to read, ing, and eliminating events and
the consequences that befall the we have gone past their intuitive in- placing them within structured pat-
slacker. Reading and re-reading this clusion in a replication of reality terns. The structures actually create
the meaning we come to give to the
events (Rosen, 1986; Wells, 1986).
206
Why do animals with human characteristics
The preservation of our understand-
populate so many early childhood stories?
ings, knowledge and social beliefs.
What purpose do they serve?
Animals as People in Childrens Literature
venturous pigs, wily wolves, stu- All forms of writingimaginative, Gain distance and transcend life
dious mice, and the like are the critical, scientific, and reportingare threats. Sometimes we can say to a
central characters in a significant the tools of thought (Vygotsky, 1986) dangerous and powerful person or
number of the stories. As a thinking device, the functions institution, in story, what we would
of literature (Huck, Hepler, Hickman, be afraid to say directly (Bettleheim,
Most children are curious about and
& Kiefer, 2001; Hunt, 1995) seem to 1976). Sometimes we can dialogue
fond of animals. Many of us share
have remained consistent through with ourselves, in story, about some-
our homes and our hearts with our
time, for both adults and children, thing that we find so frightening or
pets. Certainly our local environ-
and include the following: so debilitating that we cannot face
ments, whether we live in a city, a
it directly.
suburb, or the country, are filled The need to make sense of our lives
with a vast variety of animals both and of the world. Life is actually Savor and reflect on experience.
large and small. So, it would seem chaotic with multiple and discon- Living through an experience does
rather intuitive that these same nected events, decisions, and reac- not guarantee that we understand it.
The ability to first organize and then sometimes feel the need to read a man in the moon, assign peoples
to reexamine opens the door to re- some stories again and again. names to life-threatening storms,
flection. Not only do we come to un- Now, how do animals come to play and watch our investments in bull
derstand, but we also come to so significant a role in this process? and bear markets.
understand with more depth and How does the use of anthropomor- Aesop shared a personal philoso-
breadth (Bruner, 1994). Reflection phism advance these needs? phy through his animal fables, of-
brings intellectual flexibility. fering one view of the human
Simplify and clarify a life circum- THE PROCESS OF condition and advice on the con-
207
stance. All events are not relevant to duct of social exchange. So basic
ANTHROPOMORPHISM
or of equal value in understanding a and so powerful are his interpreta-
Simply put, anthropomorphism in- tions of life that many of his tales
transforming himself into a boy of children in society. The emerging What will Mamma and Nursey do?
child, to steal the sun. Quickly view declared that children needed Their tears ran down their cheeks so fast;
transforming back into a raven, he extended time to develop before They made a little pond at last.
flies back to the people and offers they would be able to take on the
The young reader learns the lesson:
them the sun to light their world. full responsibilities of adulthood.
Do not play with matches. But
If anthropomorphism has been an They needed guidance and instruc-
more important, she learns the price
instrument of adult literacy for a tion to maintain their safety and to
one pays for disobedience to ones
long period of history, then how allow them to grow into full mem-
parents, however foolish those par-
208 and when did we come to make use bership in society. Play came to be
ents might be. In the end, its the
of this potent and powerful tool in viewed as childs work during which
cats tears and sad song that elicit
childrens literature? they were discovering and practic-
Animals as People in Childrens Literature
Alborough, Jez. Captain Duck. (HarperCollins, 2003). Hobbie, Holly. Toot & Puddle: Top of the World. (Little,
Captain Duck takes over Goats boat with hilarious Brown, 2002). When Toot goes off on a walk and doesnt
results. come back, Puddle sets out to find him.
Bryan, Ashley. Beautiful Blackbird. (Atheneum, 2003). Lester, Helen. Tackylocks and the Three Bears. Illus.
209
An adaptation of story from the Ila-speaking people of L. Munsinger. (Houghton Mifflin, 2003). Tacky the pen-
Rhodesia tells how the colorful birds of Africa ask guin has the starring role of Goldilocks in a play.
three of the tales, Hoffman depicts from the beavers dam to the cabin again and again. He would be Old
animals giving lessons. Hoffman has where Old Man Shivers lives. Rain Man Shivers. Between the times he
fish that tease a boy for not paying Man obligingly fills the pond with would read it to me, I wore the cover
attention and a rabbit that hunts rain, the beaver opens the dam, and off reading it to myself in the same
humans. Hoffman depended on his water rushes through the tunnel to shivery voice my father used. Id study
exaggerated story lines, funny illus- wash the cabin down the river. Old the final illustration of Old Man Shiv-
trations, and some use of anthropo- Man Shivers, clinging to his roof, is ers, defeated by the rabbits. And I was
morphic beings to teach with humor. rescued when the townspeople toss relieved that the rabbits would be safe,
and Old Man Shivers would be warm.
Indeed, the title of the first edition of him a rope from the bridge above.
Struwwelpeter in 1845 was Merry They suggest he get a suit of rabbits Hearing this story about a hunter
Stories and Funny Pictures. fur, but Old Man Shivers says he going out to kill innocent rabbits,
Another childhood book, written doesnt want to have anything to do read by a well-loved father who
almost 100 years later, that had a with rabbits; hed rather have a also hunted (for food), brought tears
powerful impact upon Joby is Kurt woolen suit. and conflict. On one hand, the very
Weises The Rabbits Revenge (1940). Joby struggled with this story: idea of hunting would continue to
Here again is an example of how On the one hand, Id shed many a tear be abhorrent to the young animal
anthropomorphism is the medium by over the fact that my dad went on lover, and on the other hand, the
which issues are presented. Old Man hunting trips; I couldnt believe he poor old man did need to have
Shivers, fed up with being cold, de- would actually shoot animals. But warm clothes. It was easy to argue
cides he needs a suit of rabbits fur then, I felt very sorry for poor Old both sides of the issue, but seem-
and sets out to shoot every rabbit in Man Shivers. Certainly, I didnt want ingly impossible to reach a settle-
the world. The rabbits make plans to my father to be the object of the rab- ment. Because Old Man Shivers
stop him. Following directions from bits revenge. Furthermore, I loved it changed his mind, and the rabbits
their friend, Crow, they dig a tunnel when Daddy read the story again and found a peaceful and clever solution
JAN-LA2.QXD 12/2/2003 4:03 PM Page 210
to the problem, the author provided drens literature, it could be enlisted responsibilities. You might note
some temporary resolution to the to instruct on topics and issues of that as new topics emerge, they do
issue. Reading the book helped ar- knowledge and social belief. The not tend to displace those already
ticulate a position in which hunting talking, thinking, acting animals established, but simply add to the
for survival could be seen as fair, could provide for children what richness of the messages being
while hunting for fun or killing out they were already providing for conveyed to our young.
of anger was wrong. their adult mentorsa buffered en- At the same time that established
The Rabbits Revenge allowed a pre- gagement with a message of cul- topics continue to flourish, they also
210 school child to enter into a conver- tural significance. The lively evolve in synchronicity with our
sation with her father about an animals would soften the didactic changing views of the meaning and
issue important to both. By giving tone and ease the tensions raised by needs of childhood. Carolyns fa-
Animals as People in Childrens Literature
dealing with issues not yet fully re- vorite book, Little Red Hen, is a fine
solved or socially controversial. example of this process. The social
Books can have a more
Because childrens literature is a pri- rules are still being taught by ob-
powerful impact on a mary device used to inculcate and serving someone who violates them,
child than is socialize, an examination of popular but the characters tend to live to
topics and story lines reveals trends profit from their lessons.
sometimes imagined. in cultural beliefs and changing at- This category is filled with those
titudes about childrens roles in so- stories we think of as classicThe
the rabbits the capacity to act with ciety. We attempt, with the use of a Three Bears and Little Red Riding
human reasoning, it was possible few examples, to demonstrate what Hoodbut that have been constantly
for Joby to reflect on hunting from this phenomenon is like. and prolifically added to over the
the perspective of the hunter as well Our timeline starts in 1840 in Eng- years. Think of the popularity of
as the hunted. Years later, in revisit- land and Europe with the establish- The Berenstain Bears series.
ing the book with a more experi- ment of a middle class and the Power versus Weakness. The topic of
enced adult mind, Joby could argue social invention of childhood. Fi- Power versus Weakness was one
nature is opposed to hunting when nancial security might have gained of the key messages of the creation
the purpose is to annihilate a some children freedom from daily tales from many cultures and prob-
species. Still later, other lessons ma- work, but it did not immediately ably was the determining factor in
terialize. For example, we can now alter adults opinions that the chil- translating so many of these cul-
see that animals, and even the rain dren should be passive receivers of tural myths from their adult ver-
man, are much more fragile than needed instruction. sions to childrens literature. They
portrayed in Weises work.
Struwwelpeter represents the first are prescientific attempts to under-
Books can have a more powerful attempts to add a touch of humor to stand a powerful and chaotic world.
impact on a child than is sometimes the didactic messages that were As such, they translate well into
imagined, and that impact can last a being conveyed in childrens books. childrens stories and highlight the
lifetime. Those lessons learned earli- From the distance of over 160 years, weak (child) triumphing over the
est are the most difficult to alter. We we might see these tales as harsh strong (adult) through trickery.
need to stop thinking about chil- and heavy-handed. But people of
drens books as childs play and ac- the time appreciated both the exag- Gerald McDermotts The Raven (1993)
knowledge that the body of gerated art and humorous messages and fables like Aesops speak directly
childrens literature reflects con- as a relief from the straightforward to childrens first explorations of the
tentious issues that reside at the harangues that usually conveyed natural world and of their weak posi-
core of our culture. Children deal social messages. It could be said tion in relationship to adults.
with these issues seriously through that the key topic of the time was,
their reading and learning. Personal Relationships, the School
Thou Shalt Not. Experience, and Animal Rights. These
ANTHROPOMORPHISM: TRENDS, Morals and Responsibilities. The topics in childrens books deal with
primary message morphed over issues on which a culture is doing
TOPICS, AND ISSUES time as concepts of childhood de- some re-thinking and testing out of
Once the construct of anthropomor- veloped and evolved, but the main new positions, so the books present
phism had been extended to chil- message was still about morals and potential alternative perspectives.
have treated him. The queen ant disruption of our culture from inter- new issues and concerns emerge
arranges for Crickwing to be the nal forces. They raise the fear that and are added to the list of topics.
annual payment the leaf ants are by introducing an issue, we might Sometimes a new message and a
obligated to offer to the army ants. actually be encouraging children to new interest hijack a classic story,
The worker leaf ants set him free experiment. These are also issues like The Three Little Pigs.
and Crickwing uses his artistic tal- with which many of us are most un-
Teresa Celsis The Fourth Little Pig
ents to save the leaf ants from the comfortable and where we might be
(1992). The three pigs have a sister
army ants. aware of a difference between our
who has been traveling around the
212 intellectual positions and our gut re-
Anthony Brownes Piggybook (1998). world. The Fourth Little Pig visits and
actions. Maybe this is why Elmer, in
Feminist issues are examined when a finds her brothers cowering in their
The Sissy Duckling (Fierstein, 2000),
Animals as People in Childrens Literature
father and two sons make constant house of bricks, terrified to go out
is called a sissy, but never gay.
demands of the mother, showing her lest the big bad wolf get them. She
no consideration. Gradually pig faces Harvey Fiersteins The Sissy Duckling blows down their house, councils
begin to emerge in the dcor of the (2000). Elmer is not like the other them in the face of real but control-
home. Then, one day mother is gone, boy ducks; he likes to bake and to lable dangers, and continues her ex-
leaving only a note. Father and sons put on plays. When a hunter shoots ploration of the world.
have fully evolved into pigs by this and wounds his father, Elmer carries
In each of these books, the basic
time. After the house falls into a his father to safety and nurses his
principles hold, and we deal with
total mess, the three males start to father through the cold northern
issues of deep and lasting cultural
learn to do things for themselves. winter. In the spring, the returning
significance, letting the animals try
out our roles for us. We let them
The intellectual and emotional distance take the risks and absorb the pun-
that the animals role-playing allows children and ishments when plans fail or solu-
tions fall through. The intellectual
their mentoring adults grants space in which and emotional distance that the ani-
to become reflective and critical concerning mals role-playing allows children
and their mentoring adults grants
life problems and life choices.
space in which to become reflective
and critical concerning life prob-
When mom returns, she gets respect flock assumes he and his father have
lems and life choices.
and some help with the work. died. His father tells what Harvey
Mem Foxs Feathers and Fools did, and the sissy becomes a hero. PUTTING THE ANIMALS TO
(1996). Childrens consideration of Willy the Wimp by Anthony Browne WORK IN THE CURRICULUM
war and its underlying causes are (1989). A breakdown in the fabric of We have attempted to establish that
considered through a pride of pea- our society is considered when Willy, anthropomorphism is a device that
cocks and a flock of swans living in who is gentle and considerate, be- has been used over time and across
a garden. The members of each comes the butt of the suburban cultures, and have offered examples
group focus on the other groups dif- chimpanzee gang. The gang gives to demonstrate that authors of chil-
ferences and begin to see the other him the nickname, Willy the Wimp. drens literature have made extensive
group as aggressive, so they both So, when an ad for a body-building use of this device to open a dialogue
start planning defenses against program appears, Willy jogs, takes with their readers. Much of this use
attack. Panic starts the war in which aerobics, boxes, lifts weights, and has been intuitive. Reflective use in
all of the birds are killed. However, goes on a special diet. Following his our classrooms could increase both
two eggs remain unbroken, and from physical transformation, Willy meets the power and control learners can
them hatch a peacock and a swan. the gang on the street in the process exert over their experiences.
On seeing each other, they remark of attacking a young lady. He scares
When a life or imaginary incident is
on how alike they are and the two them away and becomes the young
turned into a story, a single instance
birds join forces as friends. ladys hero.
is transformed into a generalization
Gay Rights, Gangs, and Drugs. This Topic Change, Topic Stability. Some that becomes available to be applied
last set of topics opens up considera- topics and messages have a long life by all who encounter it. Storying,
tion of the potential change and/or and become classics. All the while, both factual and fictional, becomes
the basis for all informal and formal Celsi, T. (1992). The fourth little pig. Illus. D. Dyson, A., & Genishi, C. (Eds.). (1994). The
education (Graves, 1989). Anthropo- Cushman. Austin, TX: Steck-Vaughn. need for story: Cultural diversity in class-
morphism, animal characters as Fierstein, H. (2000). The sissy duckling. New room and community. Urbana, IL: Na-
York:Simon & Schuster. tional Council of Teachers of English.
people, can add a degree of emo-
tional distance for the reader/writer/ Fitch, S. (1999). Theres a mouse in the Gleick, J. (1987). Chaos: Making a new sci-
house. New York: Firefly. ence. New York: Viking Penguin.
speaker when the story message
Graves, D. H. (1989). Experiment with fiction:
is very powerful, personal, and Fox, M. (1992). Koala Lou. New York: Trumpet.
The reading/writing teachers companion.
painful. We most need to read Fox, M. (1996). Feathers and fools. San Portsmouth, NH: Heinemann.
about, write about, and talk about Diego: Harcourt Brace. 213
Guthrie, S. (1993). Faces in the clouds: A new
those things that are personally Galdone, P. (1985). Little red hen. New York: theory of religion. London: Oxford Univer-
painful, embarrassing, and danger- Houghton Mifflin. sity Press.