Introduction to this Stone Soup Writing Activity Here you find Part One of Clea’s story. In a separate activity, we’ll offer the second part. The main story, or plot, is about a teachers called Mrs. Davids, though there is a second story, something we call a subplot, about a little girl, Flora Pinecrust. Mrs. Davids has a problem, and the main subject of “As Long as We’re Happy” is how she deals with this problem. In Part One of the story Mrs. Davids isn’t very happy at all. She seems to have no friends, and her husband has left her, apparently with little or no warning. While Mrs. Davids tries to cope with her problems, she has nobody to talk to, and it turns out that she can’t help herself very well. We see her become a moody, mean person, lacking self-control and unable to deal politely with her students. A problem or crisis is a common beginning point for storytellers and novelists. I think that is because it is through showing how a character deals with a problem that storytellers and novelists can most easily reveal the complete personality of their character. In “As Long as We’re Happy” the main difficulty Mrs. Davids has to struggle with is really herself, her loneliness, her own inability to keep control of her emotions. This is not an “action” or “adventure” story where the problem to be overcome is something in the outside world, like a mountain to be climbed, or a horse to be broken in. It is more of a quiet “psychological” story where the struggle takes place in a person’s heart and soul. Project: A Character With a Problem I want you to write a story in which you reveal the personality of your character by showing how that character responds to a personal crisis or problem. The important word here is “showing.” Clea reveals the personalities of her characters by showing us what they do or say in little scenes. Each of the scenes is like a little play. You might, in fact, try performing selected parts of it, like Clea does in the scene where Mrs. Davids first meets Flora, or a classroom scene, or the meeting between Mrs. Davids and the principal. I’d like to see you write your story so that with only a little extra work a group of people could enact the story. If you have a video camera you could also make all or part of your story into a movie. As Long As We’re Happy By Clea Rivera, 14, Hightstown, New Jersey Illustrated by the author From the September/October 1986 Issue of Stone Soup I was a proud woman on my first day teaching at the elementary school. I was trying to be the typical teacher. I brought a shiny red apple and placed it on my desk. I wore a stiff black skirt and high-collared white blouse and did a fine job of commanding my third grade class to work. I held the white, dusty chalk firmly and wrote neatly on the blackboard in ridiculously large letters. I was also very happy, for I was engaged to a handsome doctor about ten years older than me. Every afternoon he’d spin me off in his little racy car or he’d sometimes take me out to dinner. “Boys and girls, who can tell me what five times five is?” I asked that first day. Several rowdy boys and a few girls began shouting answers. However, one girl raised her hand. “Twenty-five,” she answered. “Very good. What is your name?” “Grace Matthews.” “Everyone, did you see how polite Grace was?” The room was quiet. “Have I gone deaf?” I asked. Finally, the children assented that Grace had been polite and they promised to be that way, too, in the future. * * * Three years later I was promoted to teach the sixth grade, therefore switching from the elementary to the junior high school. I was married now and I had the same batch of children that I had in third grade. I sometimes found it a little hard to hold a job now. I made all the meals and did all the cleaning at home. My husband, the doctor, didn’t help much. But I was more experienced and didn’t put on such airs as I did when I first became a teacher. The next summer my husband deserted me. He took our car with him. I was left with very little money and I felt miserable. Walking along on the first day of school I saw a thin, scraggly child blocking the sidewalk. I tried to pass her, but suddenly she fell into stride a few paces in front of me. Before I knew it she turned around abruptly and bumped into me. “Make up your mind,” I told her, “which way you want to go!” I meant it as a joke, but it came out in an annoyed, high-pitched voice which wasn’t mine. The girl evidently decided to go in the opposite direction and I felt guilty for having spoken harshly to her. I decided to be very kind to my class if I was capable of it. I had been promoted to the seventh grade still with the same bunch of pupils. They were my favorites. Grace Matthews could write like a poet, and Peter Tyner was excellent in math. I had nicknamed him Calculator. Anyway, I walked into the room and their radiant faces made me feel so much better. “Hi, Mrs. Davids!” cried Peter. “How is the old Calculator?” I asked, grinning. Grace came up to my desk very discreetly as if she had a secret. “Mrs. Davids, would you like to read my novel?” she asked softly. “Your novel?!” I cried. “Over the summer I wrote a novel and I’d like you to criticize it,” she said. “I’d be glad to.” She giggled happily and went to talk with her friends. After some time I was
Activities
Art and Writing Activity: making a picture book with “When Smudgie Got Lost” by Karine Faden, 10
Introduction to this Stone Soup Art and Writing Activity Many of the stories we print in Stone Soup are both written and illustrated by the author. Many authors illustrate their own stories—especially authors of books for children. I am sure your library has books by authors like this: Maurice Sendak, Arnold Lobel, James Marshall, and M. B. Goffstein being just a few. In the original manuscript that was sent to us, “When Smudgie got Lost” had twenty-three illustrations and was made into a book. The original manuscript is a “picture book” with a picture on every page. In a picture book, there isn’t much of a story without the pictures. The story and the pictures are of equal importance and they are often created at the same time. Of course, unless you are ambidextrous and able to do two things at once, it’s difficult physically to write words and draw a picture at exactly the same time! To produce your picture book you will have to decide which one–drawing or writing–takes the lead, for you. Do you visualise your story in pictures or images first, and then add the words to help your audience understand what they are seeing, or to help them pick out particular elements in your picture that you want them to notice? Or do you have the outline of a story in words that you want your readers to be able to see in your picture rather than visualise for themselves using more words? Make a Picture Book Make a book where the pictures take the lead or the pictures and text are equal, where you can’t imagine one without the other. In a book of this kind there will probably be a picture on every page, and the text itself will be very short. In a picture book, one often finds that without the pictures, the written story doesn’t mean very much. It is in the pictures where a “picture book” comes alive. When Smudgie Got Lost! By Karine Faden, 10, Rockville, Maryland Illustrated by the author From the September/October 1986 issue of Stone Soup Erik and Ashley lived in England. They had a dog named Smudgie. Smudgie liked to go for walks to the marketplace where they had food, but even more Smudgie liked to go to the butcher and sit outside where all the good smells were. She came to the nursery every afternoon before tea for her daily walk with her leash in her mouth. Smudgie scratched at the door. Nanny said, “Smudgie, sit!” Smudgie sat. Then out came Erik and said, “Good girl.” Then Ashley came out and put on Smudgie’s leash. And then, out came Nanny, with the coats and mittens, hats and scarves, and said, “Button up, children.” Then Nanny put on Erik’s hat and buttoned up Ashley. “Come now,” said Nanny, motioning toward the door. Like soldiers they all marched out the door and down the stairs, Nanny first, then Erik, and then Ashley walking Smudgie. Finally, they were out on the street—Erik and Ashley and Smudgie, that is. Nanny was stuck in the door. But Smudgie tugged Nanny out while Erik and Ashley went inside the house the back way and pushed from the back. And then they marched out the door. Then we walked Smudgie to the market. Smudgie was very happy. Nanny had said that we were going to the butcher’s. That’s why Smudgie was happy. She always got a bone at the butcher’s. Smudgie did get her bone. Smudgie tugged at her leash very hard and Erik let go! In less than a minute Smudgie was out of sight. “Uh oh!” said Erik. “Whoops!” giggled Ashley. “This is not a laughing matter,” replied Nanny. They searched all over South London and didn’t find a trace of Smudgie. Finally, at seven o’clock P.M., way past tea, a bit past dinner, and almost bed time, they hadn’t found Smudgie. When they got to Markshire Square, Nanny said, “Let’s take a cab home. It might cheer us up.” But that depressed them even more. Smudgie had always followed any car that Erik or Ashley traveled in. By the time Nanny had brought the poor children home, they were all too tired to do anything but go to bed. While all this had been going on, Smudgie had gotten herself lost. Smudgie had seen a cat and she just had to chase her, but the minute she rounded the corner she had lost her. Smudgie had tried looking for Nanny and listening for Erik and Ashley’s call. But she hadn’t heard a thing, and right now was in a very bad neighborhood. And a mean dog had stolen her bone. About nine o’clock Father was driving home and he saw Smudgie in a side alley along the road. Then the two of them drove home. Erik, Ashley, Mother, and even Nanny were all happy to see Smudgie. And, of course, Father.
Writing and Art Activity: fully imagined fairy tales in words and pictures with “The Enchanted Egg” by Bertrand C. Jackson, 13
Introduction to this Stone Soup Writing and Art Activity “The Enchanted Egg” is a delightful story that plays with ideas and characters commonly found in fairy tales (and in cartoons of fairy tales). This is not a profoundly original story, but it is well written, beautifully illustrated, and fun to read. As you read it you might even try to make a list of all the predictable elements you find. For instance, the toad is ugly (of course!), the owl is wise (of course!), and the third attempt to cure the town of rats succeeds (of course!). What is remarkable about “The Enchanted Egg” is how thoroughly imagined it is. What I mean by this is that Bertrand doesn’t just quickly jot down that there is an ugly toad nobody likes. Both in the writing and in the illustrations, he takes care to make us see the toad as an interesting character and not just a flat cartoon figure. Project: Write and Illustrate a Fairy Tale In its original form, Bertrand’s story has thirty-three illustrations! The text and the pictures were created to go together and make a picture book. I want you to do the same thing. You might start in the library reading fairy tales. Once you have those toads, kings, poor fishermen, mermaids, magic table-cloths, and other fairy tale images clearly in your mind, select a few to put together in your own way. Whatever your story turns out to be—funny, sad, a fight between good and evil, or a wandering adventure—do your best to make them come alive in both words and pictures. The Enchanted Egg By Bertrand C. Jackson, 13, Winnipeg, Manitoba, Canada Illustrated by the author From the March/April 1986 Issue of Stone Soup Once upon a time, many years ago, in a far-off land, there dwelt an ugly toad. His shriveled green skin was dotted with horrible warts. His eyes bulged from his wrinkled head, and his misshapen feet protruded awkwardly from his stout body. Because of his repulsive appearance, the poor toad was mocked by all the other animals—all except the wise old owl, who understood the toad’s kind nature and felt sorry for him. Life was beginning to be unbearable for the toad, although he tried to make the best of the ridicule and harassment. The owl often attempted to comfort him, but it was to no avail. The toad was intent on leaving his familiar forest to make his fortune in a large nearby city. Before he departed, the owl presented him with a magical egg and told him that it would aid him in time of need. He added that, as the egg was enchanted, it would follow the toad wherever he went and would assist him when called upon to do so. The toad was astonished at the strange spectacle of the egg floating in mid-air but listened carefully to the owl’s explicit instructions. The wise old owl then bade him goodbye. The toad gave one last glance at the owl and turned to start his journey. He trudged sadly toward the city with the egg floating faithfully in back. It so happened that this city was the capital of a vast kingdom. He missed his friend the owl very much, but the thought of the enchanted egg tagging quietly behind him helped to lighten his heart. He had never seen a city before and wondered what it would be like. The toad was not very agile, and therefore had much time to think. As he waddled along, a large dog came running toward him. It eyed the plump toad greedily and hoped to make a dinner of him. The toad saw the ravenous creature just in the nick of time. In a panic, the frightened toad bounded into a ditch by the edge of the road, and the egg followed. They both remained there until daybreak. When he awoke, it dawned on him, as he sat covered with mud staring at the suspended object above him, that he could have used it to repel the menace that he had encountered the previous day. It was too late now, and, as the dog was not to be seen, and as the sun was shining brightly, he recommenced his long journey. Suddenly, after many long hours of walking, he saw off in the distance the highest towers of the city. As the toad approached, he was spellbound at its massive size and splendor. He had been travelling for quite some time and was pleased to be there at last. Its imperious walls tapered upward as far as the little toad could see. It made him feel very insignificant indeed. At the wide stone gates two sentries stood at attention. Because of his small stature, the toad slipped through unnoticed. He was amazed at the unfamiliar sight which met him within. He marvelled at the huge castle which loomed up behind the small shops and half-timbered houses of the townspeople. He walked forward so as to obtain a better view of the odd structure which was not blocked by buildings and heads. As he advanced, he had to watch out for garbage which came flying down from the windows along the road and the large awkward feet of the clumsy people. He thought how absolutely dreadful it would be if he were squelched by some unobservant pedestrian and mashed in between cobblestones. He shuddered at the very idea. The toad turned about and gently grasped the egg. Holding it in his hand, he summoned its powers. The toad asked politely, just as the owl had commanded, to be lifted to the magnificent castle. All at once, he ascended into the air and glided forward in the direction of the palace. Along the way, he had a wonderful view of the entire city and the environs beyond. Soon the palace came into sight. Its highest turrets almost seemed to touch the clouds. Protruding from the front of the marble building was
