Informational Text-Review3

1.BIBLIOGRPAHY
Jurmain, Suzanne. 2005. THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL. Boston, Massachusetts: Houghton Mifflin. ISBN 0618473025

2.PLOT SUMMARY
This biographical story takes place during the pre-civil war years when the North and South were still divided in their stance on African Americans. Prudence Crandall was a teacher who grew up in a Quaker family believing that slavery was a sin. She also felt an ardent passion for educating and felt that everyone, regardless of race or color, should have the same opportunity to become educated. Hence, when a young, black female asked if she could attend her all white, girl school Prudence accepted amidst the notion that many of the whites in town might have problems with this. As soon as the all white board of the school and the affluent parents of the girls Prudence boarded and taught in her school found out about the student of color the threats began. “The school would “sink””, the wife of a local minister said if she did not dismiss the colored girl. Located in the northern parts of the country, Canterbury, Connecticut was home to whites who although did not hold slaves, continued to feel superiority over blacks and feared that educating them would mean a threat to them.

Upon consulting the editor of the Liberator, an abolitionist newspaper, Prudence decided to do the unthought-of from a white, school teacher: opening an all black, girls’ school in exchange for the white, girl one. Infuriated, the citizens of Canterbury initiated a trail of attempts to close down the school including holding town meetings, petitioning the legislature to make new laws, and even starting boycotts that would prevent any type of service to Prudence. After bravely facing many insults and attacks, Prudence was put on trial for violating the newly amended Connecticut Black Law, which claimed that any involved in assisting black people get an education would go to jail. She was found not guilty by a higher court, but after a short time decided to close her school for the safety of her pupils and her family who continued to be attacked by irate townspeople.

3.CRITICAL ANALYSIS
Written about 173 years later by Suzanne Jurmaine, this biographical novel is made possible by thorough research. As recorded in her “Acknowledgement” section and listed in the “Bibliography”, the author recurred to historical societies of varied states, visited Prudence’s house and learned from the curator, and read archived resources to learn about this historical event.

Details in the organization and display add to the value of the book .The novel is divided into chapters which can be easily browsed through the table of contents. The author followed the sequential order of important events of about a 5 year time period to relay this story. An epilogue adds richness to the novel. It connects the reader with landmark cases and constitutional amendments that came about in the years that followed and that were in some way initiated by the valorous actions taken by people like Prudence. The gold and light blue color scheme used throughout is visually attractive and the golden, swirling emblems next to the page numbers add to the reader’s feeling for the time period of the story. In addition, readers are easily engrossed into events and familiarized with the characters through duplicates of actual photographs obtained by the author. Copies of abolitionist newspaper printings that denounced unjust treatment and celebrated accomplishments towards the equality of blacks were wisely included. One example is the advertisement for Prudence’s new school which includes the recruitment information. Visual artifacts like these provide a sense of living through the events as they simultaneously complement the text.

The biography is told through a third person’s narration, and the text is precise and informational when needed to teach readers as in the following example: “In 1831 a great national battle over slavery was beginning, and Americans were taking sides.” The use of dialogue between characters and quotings derived from actual letters exchanged by Prudence and her friends relays critical character emotions and relieves the text from monotony.

4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL-“This book offers a fresh look at the climate of education for African Americans and women in the early 1800s. Report writers and recreational readers alike will find it informative.”

BOOKLIST STARRED REVIEW-“ Jurmain has plucked an almost forgotten incident from history and has shaped a compelling, highly readable book around it.”

HORN BOOK- “Fascinating photographs and images...and endnotes provide insight into the lives of the students, Crandall, and her supporters."

5.CONNECTIONS
-Write an imaginary interview for Prudence Crandall. What questions would you ask? How do you think she would answer? Why?
-Draw a mural to retell the important events from Crandall’s struggle to keep her school open.
-Write a review for the book and post on one of the YA literature sites.