This engaging historical story (a true account, it seems, and based on the childhood of Shirin Yim Bridges' own grandmother) tells the story of Ruby, a young Chinese girl growing up in a large household, where the enlightened patriarch (Ruby's grandfather) allows both girls and boys to be educated. Ruby however, desires more; she also wants the opportunity to attend university like her brothers and male cousins. Will her grandfather grant Ruby her wish? Will Ruby be permitted to attend university?
Ruby's Wish is both inspiring and thought-provoking and the story emphasises both the blessings Ruby enjoys (her education, the fact that her grandfather allows both his grandsons and his granddaughters to be educated) as well as some of the many challenges she faces. Her grandfather is also not only admirable and enlightened, he actually listens to Ruby, listens to her words and takes her ideas, wishes and desires seriously. And Ruby, although at first a bit shy at being summoned to her grandfather's office and somewhat chagrined that her poem about boys being considered more worthy than girls might have upset him, does have the courage to explain to her grandfather why she thinks boys are better looked after and that her greatest wish is not to get married, but to be able to attend university. When at the Chinese New Years' celebration, Ruby receives a letter of acceptance to attend university from her grandfather, I was so happy for Ruby that I had tears of joy in my eyes.
Now it must still be remembered though that Ruby is ONLY able to attend university because her grandfather, the family patriarch, is in agreement with this. If he had said "no" and/or if it had been up to Ruby's mother and the other women of the family, Ruby would not have been allowed to further her education. And I do find it rather interesting that in oh so many historical children's and young adult stories (and in both novels and picture books) about girls' education, it is sadly and unfortunately often the mothers and grandmothers who are the most vehemently opposed to this, while the fathers and grandfathers (although they do generally and usually have the last word) are often not nearly as negative and suspicious with regard to girls' education. And while I realise that this is probably a rather facile and non-nuanced assertion (as well as being somewhat of a generalisation), it nevertheless is something that I have repeatedly noticed with/in both classical girls school and college novels and historical children's literature about girls' education (and in multiple world languages at that), and is thus an attitude, a scenario, that I believe begs and requires further academic study and analysis.
And finally, regarding Sophie Blackall's illustrations, although on their own, they would likely not be entirely to my personal aesthetic tastes, I do think that they generally function as a brilliant and wonderful complement to Shirin Yim Bridges narrative, providing an authentic appearing visual account of what late 19th, early 20th century China must have been like and appeared. Furthermore, the generally muted colours, contrasted with Ruby's penchant for bright red also makes her stand out, makes her into a truly special character (not only within the text, the narrative itself, but also within the scope of the pictorial images presented).