The Price of Fame

I find it interesting, in retrospect, that two of the books I am teaching--George Selden's Cricket in Times Square and E.B. White's Trumpet of the Swan--are both somehow related to themes of fame. Animal characters in both stories become surprisingly talented enough to play musical instruments and become inducted into the human world through those means. Such kinds of stories are interesting on many levels. One is perhaps to show that there is no clear dividing line between animal and human: animals have many strengths and abilities which, though unrecognized in the human world, do have some human equivalents. The second is more educative: to show the ups and downs of fame, as well as illustrate how sensible the animal characters are in detecting that fame is "unnatural" and not what it's cracked up to be. Rather than letting their fame and success get the better of them, these characters opt to retire into country life, just when they reach the "peak" of their fame and success.
    Are there teachable moments in both books--ways, that is, to connect young learners with the lessons of fame and success? I can think of several examples, but perhaps one is to show that having an ability or talent doesn't necessarily mean always taking every opportunity to reap its rewards. It takes a certain amount of courage to say no to taking advantage of one's fame or popularity. Leaving a successful career "at one's peak" may not be a sign of weakness, but more so the mark of a person who is conscious and decides not to fall into the temptations of fame and success.  The second aspect is how both stories stress the "unnatural" aspect of fame. Chester in Cricket in Times Square feels a longing to go back to the country and retire into country life when he sees the signs of September in New York. Louis in Trumpet of the Swan longs for the solitude of family, similar to his parents who raised him in a marshy area. Both stories revolve around becoming successful, only to abandon the machinery of success during its peak time. Success, contrary to "natural life", is portrayed as regimented, repetitive and always demanding more of the protagonists' time and resources. Success (and its related fame) literally exhausts the main character.
   Children might be taught, when very young, to think about their successes as relative to community, rather than as the mark of personal distinction. For example, if I have a talent for science or building things, does this mean I always should use it, especially if that talent compromises the community or creates more mischief than good. If fame takes a person out of their "moments" or their ability to create spontaneous connection with others, is that fame a benefit or a detriment to the person? Although most people don't realistically achieve fame in their lifetime, the equivalent might be to reflect on who we live for, and who we imagine we are achieving success for. Children can, through these books and their enjoyable characters, reflect early on their own sense of values in life.