The Holy Twins, Benedict and Scholastica

Book:  The Holy Twins, Benedict and Scholastica

Author:  Kathleen Norris

Illustrator:  Tomie dePaola

Publisher: Puffin Books

ISBN:  978-0-14-241111-7

Audience:  5-8 year olds

Summary:  This story of a pair of twins is written with care and imagination.  The story captures the attention of the reader immediately and follows the twins through life.  They love each other very, very much, sharing life almost as one until it becomes time for them to separate as adults.   Northern Italy is the setting of their childhood, so it is appropriate that Benedict is sent to study in Rome and Scholastica is sent to a monastery in Nursia.  They each experienced different things, but the comfort and pull of God was apparent and strong for each of them.  Benedict began to wish for more time in the quiet presence of God and settled in a cave at the base of a cliff.  Benedict’s referent, holy life became known and that knowledge began to spread.  This caused other faithful followers to retreat to quiet, monastic places and Benedict founded a monastery for men to live in harmony with God.  Some of the local priests were jealous and attempted to end Benedict’s life – they were not successful.   Benedict and Scholastica determined to reconnect by meeting regularly and they realized immediately how much they had missed the other one and how strong their love was for each other.   As the years passed by, they both died, but left an amazing discipline for others to follow.  The Benedictine Rule is still followed today by many Christian monks and nuns all over the world.

The book is well written and beautifully illustrated.  The illustrations are colorful and dynamic, using the entirety of each page to carry the color throughout.  The story is wonderful in itself, but the illustrations allow the story to be more alive and vibrant.

Literary elements at work in the story:  This book is a historical biography of Benedict and provides the historical record of the Benedictine Order developed by St. Benedict.  The story is in a narrative form and tells a story showing the intensity of love between two siblings, as well as the importance of spiritual disciplines.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  The story emerges showing the love and importance of the nuns in the convents as well as the monks in the monasteries.  The work done by each of these groups is similar and portrayed to be of equal importance. In reflecting on differences in gender, our obedience and willingness to follow God and we are all one with God and God shows no difference in male or female.    There are equal opportunities in most Christian denominations. 

Theological Conversation Partners:   This story about two ordinary children who focused their lives and dedicated themselves to God at an early age.  This dedication continued and as a result, thousands of people have followed the example of St Benedict and the Trappist Order.  We are called to be obedient to Christ and that is what St. Benedict did.

Faith Talk Questions:

1. Why was it difficult for Benedict and Scholastica to live apart that first year?
2. The book alludes that the storm happened at that specific time for a reason.  What is the reason?
3. What is the significance of St Benedict seeing the dove rising into the heavens?
4. What did St. Benedict leave to others?
5. Are there ways that the Rule of St Benedict can be followed without being a monk in a monastery or a nun in a convent?

This review was written by Union Presbyterian Seminary student Becky Albright.

Number the Stars

Name of Book:  Number the Stars

Author:  Lois Lowry

Publisher:  Sandpiper

ISBN:  978-0547577098

Audience:  Ages 10-14

Summary:  Young Annemarie Nielsen and her friend Ellen Rosen live in occupied Copenhagen in 1943. Though young, they understand that the occupation of their city by the Nazis is frightening and dangerous, especially for Jews like Ellen and her family. When the Nazis begin to relocate the Jews, Annemarie and her family take many risks to save Ellen and her parents. Faced with difficult choices, frightening truths, and hope for a time beyond war, Annemarie learns about her own strength and courage as she works to save her friend.

Literary elements at work in the story:  In very age-appropriate ways, this short novel brings to life the historical events of Europe during WWII. Lowry develops Annemarie’s character across the novel as she matures from a carefree school girl to a young lady burdened by the reality of war. Annemarie is insightful, intelligent, caring, discerning and brave. The novel’s action rises quickly as Annemarie’s family works to save their neighbors, the Rosens. While the plot is not complicated, the author slowly unveils the secret that Annemarie’s family must keep. This skillful plot development allows the reader to experience tension – and hope – alongside Annemarie. Additionally, as various family members come forward to help the Rosens, the author maintains her focus on Annemarie and the fears she must face, thus allowing a young reader to relate to this difficult period in history.

Perspective on gender/race/culture/economics/ability: With a backdrop of Nazi-occupied Europe, this novel explores the treatment of the Jews at the hands of the Nazis. Through Annemarie, a Lutheran, and Ellen, a Jew, the author reinforces the idea that love and friendship are not bound by such distinctions as race or religion. Throughout the novel, in fact, the two families are shown to be loving neighbors who are respectful of their varied traditions. Annemarie and her sister Kirsti, in fact, are frequently invited to the Rosen’s home to see the lighting of the Sabbath candles. In terms of gender, Annemarie is depicted as a strong girl, capable of carrying out a dangerous mission. However, the author is also careful to be realistic in her characterizations for this particular time and place. When Annemarie and her mother visit Uncle Henrik, Annemarie’s mother notes the clutter and announces that Uncle Henrik needs a wife. Finally, while Annemarie must present herself as a “silly, empty-headed little girl,” the great irony is that this pretense is what allows her to be her most daring, brave, and quick-witted self.

Theological Conversation Partners:  Genesis 15:1-6; Psalm 147 (Quoted in the novel); Isaiah 41:8-13; Mark 12:28-34; I John 3:11-22

Faith Talk Questions:

1. Ask children to identify some of the things that frighten people. Ask them to consider why we become fearful in certain situations.
2. The novel makes the point that bravery is not the absence of fear, but the putting aside of fear for a greater good. In what ways were Annemarie and her family brave in the face of great fear?
3. Ask students to brainstorm for a list of examples from scripture that show bravery in the face of fear.
4. What do you think motivates people to set aside their fears and act bravely?
5. How does faith play a role in facing fears?  What are some examples of the role of faith in this novel?
6. The Rosens and the Nielsens are neighbors. What does scripture say about the relationship between neighbors? How is this lived out in the action of the novel?
7. Peter reads Psalm 147 during the dark and frightening night of the Rosens’ escape. How does this psalm offer hope to those gathered? How does it offer hope to us?
8. Abraham was promised as many descendants as there are stars in the sky. Consider the use of stars in this novel. How do Ellen’s necklace, the title of the novel, Psalm 147 and the story of Abraham in Genesis 15 work together to speak of hope in the midst of the persecution the Jews faced in Europe in 1943?

This review was prepared by Union Presbyterian Seminary student Catherine Lovejoy.

Walking Home to Rosie Lee

Title:  Walking Home to Rosie Lee

Author:  A. LaFaye

Illustrator: Keith D. Shepherd

Publisher: Cinco Puntos Press

ISBN:  9781933693972

Audience: First grade and up, parents and children

Summary: Slavery separated many African American families as parents and children were sold and sent to different plantations. At the close of the Civil War these people were at last free to search for their loved ones. Freedmen’s Bureaus were established as clearing houses of information for people who were looking for their families. This poignant chapter in our history comes to life through Gabe, a boy searching for his mama, Rosie Lee. He joins the folks on the road who have freedom on their minds looking for work, dreaming dreams around night time camp fires, “all hope and hurry on.” Gabe’s memories of Rosie Lee-her sweet smell of jasmine, her good cooking, the yellow scarf around her neck, her sweet smile- keep him going month after month, town after town, until one day… The story ends with thanksgiving to God.

Literary elements at work in the story: This is a little known story in our tragic history of slavery that the author has researched through newspapers, diaries, articles and interviews. The story is told in Gabe’s voice that has a poetic, rhythmic quality.  The illustrations complement this voice with strength and feeling.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? This is a story about poverty, prejudice, injustice, cruelty, sorrow that affects whole families but  it is not a story about passive or helpless people.

Theological Conversation Partners: The story of Gabe and Rosie Lee can engage us on two levels.  The first is the sad chapter of slavery in our nation’s history.  Adults and children of any race benefit from knowing this and giving thanks for changes.  The point is not to burden children with guilt but to help them see that such injustice can exist in our own society.  The lost boys of Sudan, refugee families, families separated by war and poverty are reminders that this tragedy exists today.  It’s a good plan to introduce children to something they can do when faced with wrong and the refugees of Sudan and now of Syria, offer an opportunity for prayer and gifts through denominational programs.  The second level is found in the yearning of Gabe and his mother for each other.  Psalm 90 begins, “Lord, you have always been our home. (TEV)” and home is not a place but a Person. The heart yearns for God as Gabe yearned for his mother. Jesus captured this in the story of the Prodigal Son. Luke 15.  Psalm 42:1,  63:1 are further statements of this yearning. For both Gabe and his mother, their relationship comes from God and rests in God. Parents and caring adults are a sign of God’s love and we can help children be aware of the Giver.

Faith Talk Questions:

1. Try to imagine what it would be like to have one of your parents taken to live in another town or place because they had been sold.  This was once a practice in our country.
2. Do you know of families that suffer separation today?
3. Have you ever been homesick?  Have you been homesick even if you were at home? Why?
4. Who helped Gabe as he was searching for Rosie Lee?
5. Are there adults as well as your parents who help you?
6. Why do we love our parents and adults who help us?
7. Jesus tells us that God is like a heavenly parent, father or mother, who wants to give us better gifts than even our real parents (Luke 11)

This review was written by regular contributor Virginia Thomas.

Journey to the Bottomless Pit: The Story of Stephen Bishop and Mammoth Cave

Name of Book: Journey to the Bottomless Pit

Author: Elizabeth Mitchell

Illustrator: Kelynn Alder

Publisher:  Scholastic

ISBN: 0439826403 (paperback)

Audience: 6-8^th grade

Summary:  This is a fictionalized history of Stephen Bishop, a Kentucky slave in 1838 who at the age of 17 began to guide tours through  Mammoth Cave in Kentucky.  The story describes how he discovers many of the features of the caves that are still visited today, including a river and blind cavefish.  Starting with the proven facts of his life, the author imagines how Stephen would feel as his slavery days continue.  His fame as a knowledgeable guide was recognized throughout the world.  He even drew the first map of the cave for a book published by his owner.  Stephen Bishop died at age 36, one year after being set free.

Literary elements at work in the story:  This fictionalized 3^rd person historical memoir takes place in pre-civil war Kentucky.  Stephen Bishop is depicted as a young, contented slave with minor characters who respect him as a person.  The story journeys through his life from age 17 until his death.  The discoveries that he makes in the caves are illustrated by pencil drawings, throughout the book. This enables readers to see the discoveries along side of him.  Other stories for this age group about persons overcoming slavery are Elijah of Buxton by Christopher Paul Curtis, and Freedom River by Gloria Whelan.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  This story is an inspiring story of a brave and determined young man, who made a noteworthy contribution to the world, despite being enslaved.  A very vital and essential point to expose children to is that in spite of slavery, people were able to make contributions to humankind.  These enslaved people didn’t have wealth or power, but they managed to survive and sometimes thrive through unexplainable hurdles.

Scripture:  Colossians 4:1; 1 Corinthians 7:20-24; Ephesians 6:5-9; The story of Moses -throughout the books of Exodus & Deuteronomy

Theology: The early converts to Christianity in Ancient Rome faced many difficulties. The first converts were usually the poor and slaves as they had a great deal to gain from the Christians being successful. The dangers faced by the Christians in Rome meant that they had to meet in secret. They usually used underground tombs as these were literally out of sight. Rome had a large number of poor people within its population and Christianity continued to grow. In AD 313, the Emperor Constantine made Christianity legal and for the first time, they were allowed to openly worship.

Paul was not opposed to the freedom of slaves if the opportunity arose but believed that God had called people to different stations in life and they were to live out the Christian life in the situation in which they were called. Masters were to treat their slaves well because they both had the same master in heaven with which there is no partiality.

Faith Talk Questions:

1. Slaves were not always treated well or paid for their work.  Stephen seems to make a choice to not only be obedient, but also to have a positive attitude.  Why do you think he chose to try his best, even when he surely would have preferred to be free?
2. Stephen’s excitement for adventure allowed him to have an extraordinary life for a slave. What Biblestory does this remarkable life remind you of? Why?
3. One of the places that was found in Mammoth Cave was an underground church. Where in the Bible have you heard of a church underground? Why would the people need to have their church meet there?
4. One of the hardest parts of our daily lives is being obedient.  In what part of your life do you struggle with obedience?
5. According to the author’s version of this story, Stephen was content with his life as an explorer/ guide. Why did he have more freedom than the other slaves that his master owned?  Where did he experience this the most?  What gives you contentment in your life? Remember that God can be that contentment for you!
6. Please discuss with your students that the interpretation of slaves at that time was they were thought of as simple property, and that Steven and many others whose stories were not documented showed a remarkable spirit and trust in the Lord. They triumphed over being enslaved many ways, and they personified humanity despite being enslaved.

This week’s post was written by Union Presbyterian Seminary student Cyndi Beerbower.

Rebels of the Heavenly Kingdom

Name of Book: Rebels of the Heavenly Kingdom

Author: Katherine Paterson

Publisher: Groundwood Books

ISBN: 9780888998859

Audience: Ages 9 – 12

Summary: Fifteen-year-old Wang Lee is abducted from his home by bandits and rescued by Mei Lin who is a member of the Taiping, a 19^th century Chinese secret society dedicated to the establishment of the Heavenly Kingdom of Peace. The Taiping, whose beliefs are based in part on Christian principles, provides the background for these two young people struggling to find a new life for themselves and their country. Their struggle leads to armed revolution and eventual understanding of the true meaning of the Heavenly Kingdom.

Literary elements at work in the story: Filled with historical background and well rounded characters, this book is an epic tale of a time and place many young people do not know much about. Yet Ms Paterson’s masterful storytelling brings the unknown to life in a passionate but unsentimental way.

How does the perspective on gender/race/culture/economics/ability make a difference to the story: Stereotyping is a trap many authors fall into especially when writing about the history of another culture. Ms Paterson deftly avoids that trap. Her characters and events are culturally and historically accurate. In Mei Lin,  she shows yet again a strong female character and in Wang Lee, the wandering Aramean, another recurring Paterson theme.

Scripture: Zechariah 14:4-9

Theology: Zechariah speaks of a day when the Lord will come to make all things perfect. A day when the “Lord will become king over all the earth.” Many have tried to make that day come in their own time and on their own terms. In Zechariah’s time it was thought that this time would be brought about by a messianic king. The Taiping thought they could bring it about by revolution. Years after the Taiping Revolution, Wang and Mei realize this. They come to understand that by choosing revolution with earthly armor rather than the armor of light, they have brought about their own destruction.

“We knew the Heavenly Precepts, but we chose a different path; so the Mandate of Heaven was taken from us.” The ancient Israelites, who at times in their history, chose a different path by relying on the armor of man, were also defeated. And so it will be to all who choose the way of man over the way of the Lord.

Faith Talk Questions:

1. What is the Heavenly Kingdom as the Taiping understood it?
2. How is it different from the Heavenly Kingdom of God that Christ tell us about?
3. Can we bring about the Heavenly Kingdom here on earth? If so, how?
4. Where did the Israelites and the Taiping go wrong?
5. Both the Israelites and the Taiping thought they were on the right path, but were not. How can we know we are following Christ and not a misunderstanding of Christ?

Review prepared by regular contributor Janet Lloyd

Snowshoe Thompson

Name of Book:  Snowshoe Thompson

Author:  Nancy Levinson

Publisher:  HarperCollins

ISBN:  978-0064442060

Audience:  Ages 3-6  (I Can Read)

Literary elements at work in the story:  Easy-to-read books often suffer from the use of limited vocabulary and sentence structure, but Levinson has overcome both of these obstacles.  This story is as compelling and interesting as any book for young readers.

How does the perspective on gender/race/culture/economics/ability make a difference to the story:  Historically correct, this story shows the hardships of the early west without being stereotypical.     A map and historical notes at the end add to the book’s authenticity.

Summary: Danny has written a letter to his dad, who is mining gold over the mountain.  However, due to the winter snows, the mail cannot be delivered until spring.  Danny is upset.  Spring is so far away.  But all is not lost.  John Thompson says he knows a way to get the mail through. He begins to make long strange “snowshoes.” As he does all think he is crazy, all except Danny.  As he helps John make his strange shoes that John calls skis, he begins to understand how John will do what all say is impossible.  John travels the 90 miles over the mountains and returns with a gift for Danny, a letter from his father.  The letter says his father will be home for Christmas, but how?  Why on skis, of course!

Scripture: Ezekiel 37: 1-14

Theology:  “Behold, they say, ‘Our bones are dried up, and our hope is lost; we are clean cut off.”  The exiled Israelites felt as hopeless and helpless as Danny. How does one get past that hopelessness?  How does one get the mail over the snowbound mountains? How does one do any seemingly impossible task?  With faith, hope and the ability to see past the impossible to the possible.  How do we gain that hope? We do as Ezekiel tells the Israelites; we look towards God when faced with an “impossible” task and there you will find the possible.

Faith Talk Questions:

1. Was Ezekiel really trying to make dead bones live again?
2. Why did the Israelites feel hopeless like Danny?
3. Ezekiel tells to look to God for a way past the impossible to the possible.  Can you think of a time when you thought something was impossible.
4. What did you do?
5. What can you do to look towards God when you need help?

Note: Also try Chang’s Paper Pony by Eleanor Coerr for another historical easy-to-read book that has similar themes.

This review was written by regular contributor Janet Lloyd.

Letting Swift River Go

Name of book:  Letting Swift River Go

Author:  Jane Yolen

Publisher:  Little Brown

ISBN: 978-0316968607

Audience:  Ages 4-8

Summary:  Sally Jane tells the story of the demise of her beloved town along the Swift River in Massachusetts. The town will be flooded along with the rest of the valley to form the Quabbin reservoir that will supply water to Boston. The story covers from 1927, when the town is told about the flooding, to 1946 when the flooding is completed. Sally is just six years old when the story begins. She watches as graves are moved, trees cut, homes destroyed and the river dammed. Later she and her father are in a boat on the now filled reservoir. As she looks down into the water she recalls something her mother told her when she wanted to keep lighting bugs in a jar, “ You have to let them go, Sally Jane.” As she looks into the water, she smiles and does just that, she lets it all go.

Literary elements at work in the story: This beautiful book for young readers is told in poetic narrative form perfectly illustrated by Barbara Cooney’s soft understated watercolors. The perspective is that of an adult recalling when she was six and the Swift river was flooded. This form allows the narrator to have insight a child would not have, but still keep a child’s perspective.

How does the perspective on gender/race/culture/economics/ability make a difference to the story: Both Yolen and Cooney bring to the story a personal understanding of the valley. Yolen often visited the Ouabbin Reservoir and Cooney lived not far away from the reservoir. The illustrations portray the time and place perfectly with carefully selected details that will appeal to children of any time period.

Scripture:  Luke 24: 36b-48

Theology:  Disbelief and disappointment are common to us all. Sally Jane just can’t believe what is happening around her. The town knew this was going to happen, but the eventuality of it all was shocking. In this passage, the disciples, like Sally, had been told what was going to happen, but they didn’t believe it. Then, when it comes, they are just as shocked and fearful as Sally was. Jesus calms their fears and opens their eyes and they are once again joyful. In the same way, Sally Jane’s boat ride on the reservoir helps her find joy once again. However joy, as great and healing as it may be, is not enough for the disciples or for Sally Jane.. Jesus tells his disciples they must spread their joy by preaching in His name and witnessing to others. We, like Sally Jane, must also pass on our stories of hope and joy to those around us. If the disciples had not passed on the joy of Christ where would we all be today. Don’t let you disappointments in life get in the way of living in Christ’s joy and then pass that joy on to others.

Faith Talk Questions:

1. How did Sally feel about what was happening around her?
2. How would you feel if someone said your town was going to be flooded so someone else miles away could have water?
3. Sally tells us her story to pass on her love for her town. What story can you pass on about something you love?
4. What does Jesus say to the disciples about passing on his story?
5. How can you pass on Jesus’ story?
6. Which of Jesus’ stories would you share and who would you share it with?

Review prepared by guest contributor Janet Lloyd.  (A review of Someday, a book for middle and high schoolers that chronicles the same event, was reviewed here yesterday.)

Someday

Name of Book:   Someday

Author: Jackie Koller

Publisher: iUniverse

ISBN: 978-1440186752

Audience:  Ages 12+

Summary:  It is 1939. Celie is 14 years old has lots to worry about. She is about to lose her home, which has been in her family since the 1700′s, to the flooding of Swift River. The river is being flooded to form a reservoir which will supply water for Boston. As if that were not bad enough, her grandmother refuses to move, saying she will die with the town and her mother is actually looking forward to starting a new life. It is all too much for Celie. Will she ever be happy again?

Literary elements at work in the story: Complex, finely drawn characters and fluid language that rings true for the period and place, make this coming-of-age story perfect for young people who are transitioning from childhood to adulthood.

How does the perspective on gender/race/culture/economics/ability make a difference to the story: Based on first hand records, this story accurately shows the trauma caused to the families and land caught in this situation. An afterwords shows the environmental and social issues raised by this event.

Scripture: Luke 24: 36b-48

Theology:  Disbelief and disappointment are common to us all. The people in Celie’s town had been hearing for so many years that the town would be flooded, that when they finally did get the notice, they didn’t believe it. In this passage, the disciples, like Celie, had been told what was going to happen, “someday” but they didn’t believe it. Then, when “someday” comes they are just as confused and afraid as Celie. However, Jesus calms their fears and opens their eyes and they are once again joyful. Knowing joy, as great and healing as it may be, was not enough. Jesus says they must spread that joy by preaching in His name and witnessing to others. The joy must be passed on. Celie comes to see this as well. She sees that someday can refer to a beginning as well as an ending. In the end she finds, not bitterness and resentment  in the leaving, but joy in beginning a new life. Many of the people that lived, hoped and feared in the Swift Rriver valley passed on their story, allowing us to see and feel their experience. We also must pass on our stories of hope and joy to those around us today and those that will come after us. If the disciples had not passed on the joy of Christ where would we all be today. Don’t let your disappointments in life get in the way of living in Christ’s joy and passing that joy on to others.

Faith Talk Questions::

1. You get a letter in the mail saying that you must leave your home. Not only that but your town will be dismantled piece by piece and all the world around you will be destroyed. Your favorite tree, the park you play in, everything. How do you feel? How do you cope?
2. How do you find joy in tough situations?
3. Jesus opened the disciples eyes, but they had to be willing to allow that to happen. How can we keep our eyes and hearts ready and open?
4. How were Celie’s eyes finally opened? How did she find joy?
5. The disciples were told to go and tell His story. How can you tell your story? How does Christ fit into your story?

Review prepared by guest blogger Janet Lloyd.  Her review of Letting Swift River Go, a book written for younger children about the same event, will be reviewed on Wednesday.

Train to Somewhere

Name of Book: Train to Somewhere

Author: Eve Bunting

Illustrator: Ronald Himler

Publisher: Clarion Books, New York

Audience: Ages 8-13

Summary: From the mid-1850s to the late 1920s, “Orphan Trains” took children from the streets and orphanages of New York City to adoptive families in the West.  Some of the children found loving homes.  Others traded one sort of misery for another.  Some families adopted children who could labor on the farm or help with housework and younger children.  Marianne, an older, plain-looking girl is the narrator of this touching story.  Marianne is one of 14 children making the trip.  She is hoping to be reunited with her mother who left several years previously to make a new life for them in the West and who had promised to send for Marianne.  At each stop, Marianne searches the crowds for her mother and watches as the boys and the younger girls are chosen for adoption.  Finally only Marianne and Miss Randolph are left on the train.  Somewhere, Iowa is the last stop.  Waiting for them are an older couple who had been hoping for a boy.  The grandmotherly woman looks at Marianne and recognizes the hurt of not being chosen and of not finding her mother.  She tells Marianne that “Sometimes what you get turns out to be better than what you wanted in the first place.”  The story ends on this hopeful note.  Readers may be interested in learning more about the Orphan Trains and what happened to those children seeking a loving home and family.

Literary Elements at work in the story: The setting and theme of this book opens a window to a little-known aspect of history.  The illustrations convey the emotions of the story.  The story presents the universal desire of every child for a loving family.

Perspective on gender/race/culture/economic/ability:  The people portrayed are all Caucasian.  Orphans who did not have other family to care for them were usually from the poor economic strata of the time.  You may want to learn about life for orphans of all ethnicities in this era.

Scripture:  Many passages record God’s instructions to care for marginalized people such as orphans.  See also Matthew 25:37-40; 1 Peter 2:9-10

Theology:  Caring for the marginalized people; Family

Faith Talk Questions:

1. What is a family?  What makes people a family?
2. What is a “church family?”  How are the people with whom we worship at church our family?
3. Research the orphan trains.  Why did people think sending orphans to new families was a good thing to do?  How do you suppose the children felt?
4. How do we provide for children who need families today?
5. What problems do some children face today regarding families and places to live?  What is being done for children who are homeless, living in poverty, etc?
6. What challenges, opportunities, emotions face children in foster care?
7. How has the adoption procedure changed since the days of the orphan trains?  What are the challenges, opportunities, emotions faced by adoptive parents? By children who were adopted?  By those awaiting adoption?
8. Do you think Marianne and her mother ever find each other?  Why or why not?
9. Marianne felt that she was not desirable to potential parents who wanted boys or younger children or those who were prettier.  What characteristics does society value in people?  What does God value?

Review prepared by Union Presbyterian Seminary graduate Mary Anne Welch

Bread and Roses, Too

Name of Book: Bread and Roses, Too

Author: Katherine Paterson

Publisher: Sandpiper an imprint of Houghton Mifflin Harcourt

ISBN: 978-0-547-07651-5

Audience: Grades 4-8

Summary: A historical fiction novel that follows Jake and Rose, two children whose lives are impacted by the struggles of immigrant workers during a labor strike of a mill during the industrial revolution.

Literary elements at work in the story:

Genre: Historical fiction

Setting: Lawrence, MA at the turn of the 20^th century textile mill community and Barre, Vermont

Characterization: Poor immigrant workers and their struggle for fair labor practices.

Plot: How two children’s lives come together unexpectantly during a labor strike by immigrant workers protesting unfair labor practices.

Theme: Justice and grace

Point of View:  Children of immigrant workers and child laborers

Style:   Narrative

Perspective on:

Gender: Girls and boys are both reflected equally.

Race: Immigrants from Western Europe only.

Theology: God’ grace and hope can be find in the most unlikely situations.

Faith Talk Questions:

1.      What does the title of the book really mean?

2.      How does the community help one another during the strike?

3.      What does Rose discover about the meaning of family by the end of the book?

4.      What does Jake discover about the meaning of family by the end of the book?

5.      How does this story connect to current events and what should be the response of the church?

Review by Union Presbyterian Seminary student Jill Kimbirl