Sylvester and the Magic Pebble

BIBLIOGRAPHY

Steig, William. 1997. Sylvester and the magic pebble. New York: Simon & Schuster Books for Young Readers. ISBN 9781416902065

PLOT SUMMARY

Sylvester Duncan, a young donkey with an interest in unique pebbles, discovers a shiny, red pebble capable of granting wishes. In an intense moment of decision-making, Sylvester asks the pebble to turn him into a rock to prevent a lion from spotting him. However, this request was accompanied by an unexpected consequence: Sylvester no longer had the magic pebble in his possession and could not change himself back into a donkey. Saddened by the disappearance of their son, Mr. and Mrs. Duncan, along with their community, search endlessly for Sylvester, to no avail.  

Time passes. Seasons change, and the Duncans try to live on without their beloved son. In a strange twist of events, Mr. and Mrs. Duncan picnic on the rock that is their son. Mr. Duncan sets the shiny, red pebble, which reminds him of his son, on Sylvester, the rock. Without realizing his possession of the rock, Sylvester wishes to be himself again. Instantly, he was joyfully reunited with his family!

CRITICAL ANALYSIS

William Steig’s classic Sylvester and the Magic Pebble simply tells a sweet story about unexpected consequences. Sylvester Duncan, described in great detail through the illustrations and actions, has a curiosity common in young children.  His charm allows readers to attach to him quickly, sympathizing with him as he longs to become himself once again. In a quick attempt to save himself, an unrealized consequence quickly looms over Sylvester. 

For this first-time reader of the book, the sudden turn of events caught my attention, compelling me to continue reading. Sylvester’s parents take logical steps to find their son. In failed attempts to solve the problem, the parents relax from their search long enough for a picnic. Sylvester’s frustration from his inability to communicate to his parents reaches an exciting peak when his dad discovers the magic pebble. Steig’s narrations plow forward, bringing readers to the stirring and gratifying conclusion.

While Steig’s narrations provide ample information about the setting, his illustration truly complement the where and when of this story. The illustrations assist the reader in tracking the events of the story with simple, yet thorough descriptions of the conditions of the environment. The details of the seasons changing while Sylvester remains an isolated rock draws the readers’ emotion—creating in them feelings of loneliness and defeat. Steig’s illustrations provide readers with assistance in deciphering the advanced vocabulary.

The author’s style in Sylvester and the Magic Pebble makes for a fluid story line filled with exquisite vocabulary. Steig provides the reader context and visual clues, making this work valuable even for older readers. The movement of the story lures the readers to continue on to learn about Sylvester’s fate.

Without blatantly stating so, Steig delivers a message about the cause and effect relationship of actions and consequences. He teaches that our actions can have unforeseen consequences. Also, in our hurriedness, we can make unwise decisions that effect more than just ourselves.

As noted earlier, Steig’s illustrations complement the emotions that the readers should feel as they proceed through the story. The images capture characters’ feelings that the text does not. For example, Mrs. Duncan’s sorrow over her missing son is described in the text, but words could not capture the grief on her face as Steig’s illustrations did. The images of her looking downcast generate that same stirring in the reader.

Steig’s idea to use animals as characters subtly shows that no matter how different people are, they have gifts and talents that make them valuable. He demonstrates this with the use of various animal species searching for Sylvester—the dogs use their talent to sniff areas Sylvester might have gone. No particular specie is seen as superior. The animals’ work as a community to find Sylvester models how groups with differences can cooperate.

PERSONAL RESPONSE

This was my first reading of Sylvester and the Magic Pebble. My prior knowledge of the book came from an online synopsis. William Steig’s ability to draw on the emotion of this adult reader truly astounds me. As I arrived at the picnic scene, I felt Sylvester’s frustration and wanted to cry out to his parents just as he did. I felt his sense of anguish.  Not many authors can produce such a powerful sensation with such a simple story.

Steig models well how writers ought to pace the elements within the plot. He introduces the characters and immediately the conflict arises, rather than drawing out the story with unnecessary scenes. The majority of the text is spent with the characters unsuccessfully attempting to solve the problem. Finally, when the reader can handle no more disappointment, the solution is presented with a satisfying resolution—the reuniting of a son with his loving family.

I would recommend this text to older elementary teachers for teaching plot sequence, vocabulary, and the combination of powerful words and images.

AWARDS AND REVIEWS

Caldecott Medal, 1970

Top 100 Picture Books (School Library Journal)

“A remarkable atmosphere of childlike innocence pervades the book; beautiful pictures in full, natural color show daily and seasonal changes in the lush countryside and greatly extend the kindly humor and the warm, unselfconscious tenderness.” (Horn Book)

CONNECTIONS

Counseling/Psychological Discussions

What would you wish for?

What are some consequences if those wishes were granted?

OR

Has there been a time when you were unable to express yourself like Sylvester when he wanted to speak to his parents?

How did you feel?

How can you change the situation if it happens again?

(Questions adapted from many listed at http://www.teachingchildrenphilosophy.org/wiki/Sylvester_and_the_Magic_Pebble)

Cause/Effect Study or Flowchart


Use this text to teach cause and effect relationships. Teachers can model these relationships using a diagram. Examples follow:

CAUSE: Sylvester discovered the red pebble grants wishes

EFFECT: Sylvester makes a wish to be a rock in a hurried time of need.

CAUSE: Sylvester lost possession of the rock.

EFFECT: Sylvester had to remain a rock until he had possession again.

Social Studies Connection

Community helpers

Getting to know your neighbors

Seasons

Changes in the environment