Ted Studebaker: A Man Who Loved Peace

Name of Book:  Ted Studebaker: A Man Who Loved Peace

Author:  Joy Hofacker Moore

Illustrator: Jim Guenther

Publisher:  Herald Press, 1987

ISBN:  9780836134278

Audience:  From the words of the author, “I perceive this book as one that touches all persons, form the two-year-old who becomes excited about the tractor to the adult who marvels at Ted’s faithfulness.”  The recommended age, however, is 7 – 10 years old.

Summary: Ted Studebaker: A Man Who Loved Peace is the biographical story of Ted Studebaker, a member of the Church of the Brethren.  He grew up on a large family farm in Ohio, where he was the seventh of eight children.  He excelled in everything he put his mind to and was able to drive a tractor by the age of eight, even though he wasn’t tall enough to look over the steering wheel.  He was an amazing athlete and he enjoyed horseback riding and ice hockey.  He received varsity letters in high school in football, track, and wrestling.  At the same time, he was very active in his church, the West Milton Church of the Brethren, where he attended summer camp and organized work camps.  He also loved to sing and play his guitar.  When Ted graduated from high school he was voted the senior male who had achieved the most during his four years.  After graduation, the draft for the Vietnam War was in effect, and Ted wrote a letter to the US government explaining his reasons for being a Christian pacifist.  He believed that all life was precious and he could not kill anyone, even during a war.  Ted became a conscientious objector.  He went on to Manchester College where he graduated in just three years with a major in Psychology and Sociology.  Then he went to Florida State University for a master’s degree in social work.  After graduate school, Ted joined Brethren Volunteer Service and committed two years of his life to help others.  He was stationed at Di Linh in Vietnam, in the midst of the war.  While he was there, he taught the locals different farming techniques that would improve their rice crop.  He raised chickens in a bathtub and grew vegetables that he shared with the mountain people.  He also set-up a rice polisher, which was a machine that would harvest the rice more efficiently than doing it by hand.  While in Vietnam, he fell in love with a Chinese woman, Ven Pak, who was also in Vietnam doing Christian service.  The fighting in Di Linh grew more intense, and a week after his wedding, Ted was shot and killed.  However, before Ted died, he wrote a letter to his family that read, “Above all, Christ taught me how to love all people, including enemies, and to return good for evil.”

Literary elements at work in the story (Genre/setting/characterization/plot/theme/point of view/style):  While the story is very mature and the content is very serious, this book is written in simple sentences and beautifully illustrated with crayon-like drawings.  Although the story has a sad ending, the emphasis is on Ted’s life and ministry, and his faithfulness to the love of God even in the midst of conflict.  The author does not spend a lot of time dealing with Ted’s death, but rather sums it up in five words.  And the story doesn’t end there either.  Rather, the author reflects back to the good that was accomplished in his lifetime.  She even quotes his own sayings and writings, as though he continues to live through them.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  Although Ted Studebaker is a white male, he finds himself in relationships with people from all over the world.  His college roommates were students from abroad, and his wife is Chinese.  It is clear that Ted does not make judgment calls based on others’ gender, race, culture, economics, or ability.   The last line of the book quotes Ted as saying, “I believe that love is a stronger and more enduring power than hatred for people, regardless of who they are or what they believe.”

Scripture: Matthew 5:38-48

Theological conversation partners (scripture, confessions, doctrines, theologians, etc):  In Matthew 5, Jesus tells us to love our enemies and pray for those who persecute us.  Ted Studebaker exemplifies this calling throughout his life and death.  Choosing to go to Vietnam to work in the midst of war could not have been an easy to decision, but it was what Ted felt called to do.  He took Jesus’ teaching very seriously and paid for it with his life, but at the same time he radically helped the lives of others around him.  There is a Quaker bumper sticker that reads, “When Jesus said, ‘Love your enemies’, I think he probably meant not to kill them.”  Ted definitely believed this and asked for a shovel instead of a gun.  If he died, he wanted to die making something instead of tearing something down.

Faith Talk Questions

1. Where do you see yourself in the life of Ted Studebaker?  Why?
2. Does the story of his life teach you anything about your own life?  What does it teach you?
3. The last line of the book quotes Ted as saying, “I believe love is a stronger and more enduring power than hatred for people, regardless of who they are or what they believe.”  What do you think of this statement?  How can love be stronger than hatred?
4. How can you show love for your enemies?

This review was written by Union Presbyterian Seminary student Amanda North.

Two Bobbies: A True Story of Hurricane Katrina, Friendship and Survival

Name of Book:   Two Bobbies:  A True Story of Hurricane Katrina, Friendship and Survival

Authors:  Kirby Larson and Mary Nethery

Illustrator:  Jean Cassels

Publisher :  Walker & Company

Audience :  Ages 4-8

Summary:   Bobbi, a dog, and Bob Cat are the best of friends.  When their hometown of New Orleans was struck by Hurricane Katrina, they lost everything, as did so many others.  Only by staying together could Bobbi and Bob Cat survive.  The book is the true story of their friendship.

Left behind by their owners, Bobbi broke free from her tether to the front porch and the two homeless orphans begin a dangerous and hungry journey through the devastated city streets.  Bobbi dragged along the broken chain of her tether and Bob Cat followed close beside her.

After many months on their own, a construction worker began feeding the two starving animals and eventually took them to a temporary shelter run by Best Friends Animal Society.  The first night at the shelter, with the two friends in separate cages, was a difficult night for everyone.  Bobbi howled, Bob Cat paced, and no one slept.  Before morning, they put the two Bobbies in the same cage where they immediately touched noses and settled down together.

As the shelter volunteers observed Bob Cat – the way he carefully lifted and placed his front paws and stayed close to Bobbi at all times – they realized that the cat was blind.  Bobbi was her friend’s seeing-eye dog!  Eventually the two were adopted by a family in Oregon and they now live on a farm with toys, treats, new friends, and best of all, each other.

Literary elements at work in the story:  A true story of friendship and survival.  No one knows how or when the two animals came together but the part of the story that we do know is touching and well told in this beautifully illustrated picture book.

Scripture:  Greater love has no one than this, that he lay down his life for his friends.  John 15:12-14

Theology:  These faithful companions and the gentle care of loving human beings reminds us that God is always with us, still taking care of creation.

Faith Talk Questions:

1. Bobbi was left by her owners tied to the porch.  What do you make of that?  Do you think her owners were trying to keep her safe?  Do you think they meant to come back for her?
2. Were you surprised when you found out Bob Cat was blind?  In what ways did the dog Bobbi take care of her friend?
3. Can you think of ways that Bob Cat’s friendship may have helped Bobbi?

Review prepared by Union Presbyterian Seminary alumna Kelly Hames

Getting Away with Murder: The True Story of the Emmett Till Case

Title: Getting Away With Murder: The True Story of the Emmett Till Case

Author: Chris Crowe

Publisher: Dial

ISBN: 978-0803728042

Audience: Grades 5-12

Summary: Emmett Till, a fourteen-year-old black teenager from Chicago, was visiting family in a small town in Mississippi during the summer of 1955. It was said that Emmett whistled at a white woman, something forbidden for a black male. Three days later his brutally beaten body was found floating in the Tallahatchie River. Two white men were tried and acquitted by an all-white jury and later bragged publicly about the crime

Literary elements at work in the story: In clear, vivid detail this book gives the detail of the crime, as well as the dramatic court trial. With lively narrative, illustrations and photographs, this impressive book brings insight to the case in a way that is accessible and eye-opening for teenagers and adults alike.

How does the perspective on gender/race/culture/economics/ability make a difference to the story: The kidnapping and murder of Emmett Till is famous as a catalyst for the Civil Rights Movement. The extreme violence of the crime put a national spotlight on the ways of the South.

Scripture: Matthew 22: 36-40

Theology: Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment. And the second is like it: ‘Love your neighbor as yourself.’ All the Law and the Prophets hang on these two commandments. This passage has been cited and spoken so many times that its familiarity can cause us to gloss over it. However, when we look at the words in the context of the world  our focus becomes clear again. The story of the Civil Rights Movement is the story of these words. By committing to non-violence, the movement took these words to heart. Non-violent protest involves loving you neighbor as much as protesting their actions.  Martin Luther King, Jr. called for people to respect, love and care for each other, not kill each other.  You can not love God and kill a 14 year old for speaking to someone. You can not love God and systematically put someone down because they look different or are a member of a different religion. You can not love God and kill someone because they have different views from you. Loving God means respecting and caring for all of God’s people regardless of where they live, what they look like, or what they believe.

Faith Talk Questions:

1.    Why was Emmett murdered?

2.    What did Emmett’s mother do that brought his murder to the attention of the country?

3.    Can you think of a group today that is treated unfairly?  Why?

4.    Do you have to like someone to love them?

5.    What can you do to help love your neighbor, even the ones you don’t like?

Other books like this one: The Short Life of Sophie Scholl by Hermann Vinke; Thanks to My Mother by Schoschana Rabinovici; Weedflower by Cynthia Kadohata.

Review prepared by Janet Lloyd

Listen to the Wind

Name of Book:  Listen to the Wind

Author:  Greg Mortenson and Susan L. Roth

Illustrator:  Susan L. Roth

Publisher: Dial Books for Young Readers

Audience: Age 10+

Summary: Dr. Greg became lost on one of his expeditions and ends up in Korphe, Pakistan. He was sick, cold and hungry. The people of Korphe nursed him back to health. During his recuperation he helped with healing the sick and he also helped the students with their lessons. When he was well enough to leave, he asked the Haji Ali, the wisest man how he could repay their hospitality. He was told to “Listen to the wind”. As he heard the voices of the children, he determined that Korphe needed a school. He left with the promise that he would return to help them build the school. This comes to fruition a year later. He worked with the villagers to overcome all the obstacles by first building a bridge that would allow them to transfer the raw materials for the school. With hope and determination and the whole community working together the first school in Korphe was built.

Literary elements at work in the story:

Genre: Chronicle of a true story

Setting: A small village in Pakistan, known as Korphe

Characterization: Dr. Greg fulfils his promise to the people of Korphe and he returns to help them build a school.

Plot:  Dr. Greg’s gives back to the people of Korphe because of their hospitality towards him. The plot shows how much one man with determination and will-power can achieve a desired goal.

Theme:  This book deals with hospitality and social justice—fulfilling a need that a small remote village in Pakistan required.  The theme of community working together as one is also evident in this book

Point of View: This narrative is told in the first person plural “we” from the perspective of the children of Korphe

Style: Story is illustrated with a series of extremely well done collage which gives life to the words in the text.

Perspective on:

Gender: No gender stereotyping

Race: Racially specific and deals with The people of Korphe, Pakistan who were able to show hospitality to Dr. Greg, a  Caucasian male in his time of need and who reciprocated by helping them build a school.

Culture:  Story is culturally specific; Pakistani culture. Girls are depicted as wearing  head coverings. The wisest person is Haji Ali a man. The men did all the construction.  Women were allowed to carry water to help with the project.

Ability:  No representation of anyone being handicapped

Scripture :  Matthew 25:34-40

Theology talk: 1) Hospitality; 2) Building the kingdom of heaven here on earth; 3)  Love of neighbor

Faith Talk Questions:

1)      When we say we love our neighbor what does that mean?

2)      How should we embrace people who are of a different religion and culture than we are?

3)      What does hospitality mean?

Review prepared by Union Presbyterian Seminary student Dee Osbourne-Smart.  (To read a previous review of the same title, click here.)

Harvesting Hope

Name of Book:  Harvesting Hope: The Story of Cesar Chavez

Author:  Kathleen Krull

Illustrator:  Yuyi Morales

Publisher: Harcourt

Audience: 10+

Summary: At the age of 10,  Cesar’s family had to migrate to California in search of farm work after being displaced from their ranch in Arizona due to a severe drought which resulted in their inability to pay their bills.  Cesar quits school after the eighth grade to work on the farms and help support his family. The working conditions on these farms were harsh and poor with low wages.  Cesar feels that the workers are being treated as less than human.  When he could no longer tolerate the conditions, he organizes the first National Farm Workers Association and in a non-violent protest he fought for justice.  He organized a strike and a non-violent march from Delano to Sacramento the capital, a total of 340 miles to ask for government help.  As a result of the march, Cesar’s protest against the grape company became well publicized. The National Farm Workers Association was recognized and a promise of better pay and working conditions was the result.  Cesar celebrates this victory but he states that “it is well to remember that there must be courage but that in victory there must be humility.”

Literary elements at work in the story:

Genre: Picture book partial biography of a Mexican American Cesar Chavez

Setting: Inhumane working conditions on the grape farms in California during the life of Cesar Chavez

Characterization: Cesar Chavez portrays courage, determination and hope of changing the inhumane conditions in which the farm workers had to work. He organized the first farm workers union.

Plot: The author gives a chronological account of Chavez’ life to the point where he organizes a non-violent protest to bring about change and justice to a group that was disenfranchised by wealthy land owners.

Theme:  The theme of this book is centered in having the hope, determination and courage to bring about change and justice through a non-violent protest.

Point of View: Written from a third person point of view

Style: Beautifully illustrated with warm colors that draws the reader in and brings the story to life.

Perspective on:

Gender: No gender stereotyping; Story is specifically about Cesar Chavez;

Race: The main character is Chavez a Mexican America who sought change for Mexican American Farm Workers

Culture:  Mexican American working for predominantly white farm owners in California during a specific time period

Economic:  Suppress a specific ethnic group—Mexican American Farm Workers by wealthy land owners.

Ability:  No representation of anyone being handicapped

Scripture :  Jeremiah 33:15-16

Theology talk:

1)      The Lord raises people up for a purpose

2)      Righteousness and justice

Faith Talk Questions:

1)      How does it make you feel when certain people are treated incorrectly because of how they look?

2)      How does God expect us to treat each other?

3)      What other leaders or heroes used non-violent resistance to create change?

Review prepared by Union Presbyterian Seminary student Dee Osbourne-Smart

The Perfect Nest

Name of Book: The Perfect Nest

Author: Catherine Friend

Illustrator: John Manders

Publisher: Scholastic

Audience: 5+

Summary: A story about a cat who comes up with a plan that he believes will get him what he wants, many birds to lay eggs in the nest for him to make his omelets. After building the nest birds start to lay eggs and they hatch after the birds have left. The cat then must take care of the hatchlings and learns that caring for others is more important than fulfilling his intended plans.

Literary elements at work in the story: A picture book told from an omniscient narrator’s perspective. The story is set on a farm. It shows the interaction of the different birds with one another, the cat’s interaction with the birds, and finally the cats interaction with the hatchlings. The theme is realizing that God’s plans are not our plans.

How does the perspective on gender/race/culture/economic/ability make a difference to the story? The story is fictional and the characters are animals. The main character is a male and the other characters are female and babies. It stands in opposition to the cultural assumptions that women are the primary caregivers of children.

Scripture: Ecclesiastes 3:1-8

Theology: Our plan for life is not God’s plan for our life, and even though we may be unaware of it, God will eventually reveal to us God’s plan for our life. Most of the time, God’s plan for us is better than what our plan would have been.

Faith Talk Questions:

1. What was originally important to Jack the Cat?
2. What changes Jack’s feelings about what’s important?
3. What does this story tell us about God’s plans for us?
4. Does God use us for things we didn’t think we could be used for?

Review prepared by Mason Todd, Union-PSCE in Charlotte

Ice Bear: In the Steps of the Polar Bear

Name of Book:   Ice Bear : In the Steps of the Polar Bear

Author:  Nicola Davies

Illustrator:  Gary Blythe

Audience:  Children Age 5-8+

Summary:   Ice Bears is a non-fiction children’s book that tells us about the characteristics and lives of polar bears, “Nanuk”,  as seen through the eyes of the Inuit, people of the Arctic.  The Inuit people arrived in the Arctic around 40,000 years ago and they learned how to survive by watching polar bears.

Literary elements at work in the story:

Genre:  Picture Book/Informational Facts -Non-Fiction

Setting:  The stark landscapes of the Arctic.

Characterization: Polar bears are portrayed as admired and unique creatures who are made for a frozen world!  They are relational creatures who care about other polar bears and also the Inuit.  The Inuit people speak of their shared special relationship with the Arctic, the Earth, and the Nanuk.  They are grateful and proud of sharing their world.

Plot:  The Inuit speak of their gratitude and admiration for the Nanuk or polar bear.  The solitary and magnificent Nanuk moves through the frozen and cold Arctic as a powerful hunter, tender parent, gentle friend, and tireless swimmer.  The Nanuk is uniquely made for her harsh and icy climate.  The Inuit people observed and learned from this awesome creature.  They learned how to live with gratitude and pride in the coldness of the world, a world.

Theme:  The story provides us with informational facts about the characteristics of the Nanuk or polar bear, the Arctic, and the Inuit.

Point of View – The story is told from the perspective of the Inuit people who came to the Arctic 40,000 years ago and learned how to survive by watching the polar bears.

Style:  Story uses beautiful and awing illustrations and words to display the wonder and harmony of God’s creation, the cold and icy Arctic and the magnificent characteristics of the Nanuk.  The harsh and gentle characteristics of God’s creation, the world, beast and man, are embodied in a warm and touching story of gratitude.

Perspective on Gender/race/economic/ability:   Illustrations are breathtaking.  They display the beauty of the icy Arctic, the changing seasons, and the Nanuk in a personal way.  As you read the story, you want to hug a Nanuk.  You want to cry.  You want to thank God for the uniqueness of each creature and our relationship of dependency in the God’s world.  There is no reference to race, economic or ability.  The story becomes real from the worlds and is masterful with the illustration.  The polar bears are referenced as male and female.  The faces of the Inuit are not shown.

Scripture:  Genesis 1:24-2:4, Psalm 8, Luke 12:22-34

Theology:  The book is a powerful expression of the wonder of God’s creation and loving providential care.  The polar bear is uniquely made by God to survive and gratefully live in what seems to be an unforgiving, icy cold, and often dark place, the Arctic.   The polar bear and mankind share this world and together we must care for it and each other.  We are called to be stewards of God’s creation and grateful for God’s love and care.

Faith Talk Questions:

1. Why do you think God made cold places like the Arctic?
2. How does God take care of the polar bears?
3. How does God take care of the Inuit?
4. Why should we take care of the polar bears?
5. How do the polar bears and other animals care for us?
6. Why are the Inuit thankful for the polar bears?
7. Who are you thankful for and why?
8. What are you thankful for and why?

Review prepared by Kim Stamey, MDiv/MACE, Entering cohort Fall 2003

Listen to the Wind

Name of Book: Listen to the Wind

Authors: Greg Mortenson & Susan L.  Roth

Illustrator: Susan Roth

Publisher: Dial Books for Young Readers

Audience: 1^st -5^th grade

Summary: This is the story of an American male nurse who while climbing in the mountains of Pakistan becomes ill and in need of help.  He comes upon a village in the mountains and is nursed back to health by the village.  In the process he develops a strong love for the community and a desire to pay them back for their love and care for him.

Literary elements at work in the story: (genre, setting, characterization, plot, theme, point of view, style)  The book is told as a story through the eyes of the children of the village.  The theme of the book is that we should let nothing stand in the way of helping others, especially those who have helped us.  Greg not only has to secure the materials needed to build the school, they have to be carried up the mountains on the backs of men, and he has to build a bridge to get the materials to the village.  Susan Roth has used collages of multiple materials to develop the illustrations and they offer the audience a wide range interpretation of setting and culture

Perspective on gender, race, culture, economic, ability:  The story of love crosses steep cultural differences between the American and Pakistani people.  The village is obviously economically poor as witnessed by the fact that their school is held outside, yet rich in the values of love and responsibility.

Scripture:  The story of the good Samaritan in Luke 10.29-37

Theology:  Love of neighbor means helping our enemy as well as our friend.

Faith-talk questions:

1. How hard would you be willing to work to help someone who had helped you?  What if they hadn’t helped you?
2. Do you think it is hard to really love someone who is different than you are?  Why or why not?

Review prepared by Jim Collins,  MACE, Entering cohort Fall 2007.

One Tiny Turtle

Name of Book: One Tiny Turtle

Author: Nicola Davies

Illustrator: Jane Chapman

Audience: Ages 5 – 8+

Special Feature: Story-time recording on audio CD read by Alan Marriott.  Alan Marriot is best known for his voices on television show Bob the Builder.  The read-along and story-time recording includes information about Loggerhead Turtles.

Comments: An International Reading Association Teachers’ Choice; A Bank Street College Best Children’s Book of the Year, 2001.

Summary: One Tiny Turtle is a non-fiction children’s book that tells us a powerful nature story of the unique characteristics and mysterious lives of Loggerhead Turtles.  The story is experiences as one tiny turtle makes over a 1,000 mile journey in the oceans of the world from her birth to age thirty. The telling of the story is enhanced with its bright colorful illustrations and lyrical words.  The story-time recording audio CD provides music that enhances the journey told through words and pictures.

Literary elements at work in the story:

Genre: Picture Book / Non-fiction -Information facts – Nature

Setting: Far, far out to sea and on the sandy beach where the Loggerhead Turtle is born.

Characterization: A Loggerhead Turtle is portrayed as a unique and wandering creature that lives a secret and intentional life in the oceans of the world.

Plot: A Loggerhead Turtle’s life is journey, as she safely travels thousands of miles in the ocean, from tiny baby to the age of thirty.  One summer night the ocean currents guide her to the same beach where she was born where she makes a nest in the sand and lays and hides about one hundred Ping-Pong ball size eggs.  She returns to the sea.  The eggs hatch and one tiny turtle is kept safe and swims far, far out to sea.  It begins with one tiny turtle. 

Theme:  The story provides informational facts about Loggerhead turtles that live in the oceans of the world.  The story also awes us with the Loggerhead Turtle’s mysterious life and how man’s development of beaches, pollution of the ocean, and eating habits, put the survival of the turtle at risk.

Point of View: Third person storyteller who provides the reader with information facts about the tiny turtle and Loggerhead Turtles.

Style: Story uses lyrical words, colorful illustrations and astonishing facts about Loggerhead Turtles to show the reader the beautiful and precious creation of the Loggerhead Turtle who lives an amazing life of over 30 years in the oceans.

Perspective on Gender/Race/Economic/Ability:  The Tiny Loggerhead Turtle in the story is female.  The colorful illustrations add to our understanding of her growth from tiny baby to mother who possesses the incredible ability to journey thousands of miles in thirty years to her birthplace where she tenderly makes a nest and lays about one hundred eggs in the sand.  While there is no mention of race or economic status it is important to note that there is a natural order to the turtles world.  The tiny baby turtle lives a risky life as a source of food in the ocean and on the beach.  The turtle as it grows is also a preditor who eats crabs it is referenced as being a source of food for other sea animals and birds, and a tiny baby turtle .

Scripture:  Psalm 8; Genesis 1:1-26; Hebrews 2:5-9

Theology:  The story teaches us about the mysterious splendor of God’s creation and God’s provision love, especially God’s provision for “One Tiny Turtle”.  Creation itself is a hymn of praise that exalts the glory of God our creator.  God has placed man in relationship with God, God’s creation, and each other.  God created the entire world and created human kind a little lower than God and gave humans dominion over everything.  Jesus, the Son of God, as truly human and truly God, is sovereign over the universe and is in charge of everything.  (Psalm 8 is messianic psalm; Hebrews 2:5-9).  Because of what God has done for humanity in Jesus Christ we joyfully, proclaim God’s majesty and respond by loving and caring for God’s mysterious world as stewards of the entirety of God’s universe.  The amazing truth is the awing wonder of God’s loving and providential care of one tiny turtle and for us.

Faith Talk Questions:

1. Why do you think God made the oceans?
2. How many oceans are there in God’s world?  [Look at a globe or map of the world.]
3. What would it be like to live in the ocean?
4. Do you think that turtles like to swim in warm or cold water?   Why?
5. How is the tiny turtle special?
6. Who takes care of the tiny turtle?
7. How can we take care of the turtles?
8. Should we take care of the turtles?  Why or Why not?

Review prepared by Kim Stamey, MDiv/MACE, Entering Cohort Fall 2003

I Don’t Want to Be Crazy

Name of Book:    I Don’t Want to be Crazy

Author:  Samantha Schultz

Illustrator:  N/A

Publisher:  PUSH (an imprint of Scholastic, Inc.) 2006

No. of Pages:  280

Audience:  15 – 25 females (I think this book could be used with co-ed groups, but lends itself more toward a female audience).  This book would also be useful with parents of children with anxiety disorders.

Summary:      This book of poetry is written in a free verse, progressive story form and relates the life of Samantha Schultz (the author) from the end of high school through her college years when she began to experience severe anxiety attacks, and tells how she struggled to come to terms with her illness as it impacted her relationships, her life goals and her perception of herself.  It is an honest and engaging look behind the eyes of mental illness that helps to dispel misconceptions about panic disorder and yet raises many other questions regarding how we interact with those who suffer.

Literary elements at work in the story:  This is a non-fiction, free verse book of poetry that is written in narrative form.  The first person perspective is maintained throughout and her language is colloquial; flowing easily in short stanzas.  The book itself is divided into five parts that correspond to her college years and a trip abroad.  Poetic imagery is used sparingly and more as punctuation to what she is seeing rather than a means to create an image that is not real (meaning she is not a fanciful poet, she is a realistic interpreter of places and events).  This concreteness to her style adds weight to her poetry and helps convey the autobiographical nature of this work.

Perspective on gender/race/culture/economics/abilities:   While this work is written from the perspective of a young, white, Jewish female from an upper middle class family, her condition crosses boundaries on all these levels (race, gender, religion, economic).  Where her particular perspective is most powerful is in its relation to our culture and how it views the mentally compromised or disabled.  While it primarily provides insights into how she fears she will be perceived, there are enough references to how others actually relate to her to understand the prejudice and misunderstanding our culture has in this regard.

Scripture:      Mark 12:28-30, Exodus 14:1-3, Deut. 1:30-31, Deut. 2:7, Psalm 102:6-7

Theology:     I have selected the scripture texts as lead-ins for two discussions. The first would center on what it means to love God with our heart, soul, mind and strength.  As we understand those terms, we tend to think of ourselves engaging in our spiritual practices as “whole” persons, but that is not the case for everyone, all the time. Many times we find ourselves temporarily impaired by seasons of grief, anger, fear, illness or injury, but for others their condition is not temporary, it is how they live every day.  Digging deeper into this scripture and the commandment opens our eyes to the way others love God in broken bodies and with confused or disordered minds.  It also opens the discussion into what “soul” means and if it is possible for our souls to be impaired and to examine how we love God with our “soul.”

The theme of wilderness appears in both the Old and New Testaments.  Depending on your perspective, “wilderness” takes on different meanings.  In this selection of passages I am attempting to highlight three perspectives on “wilderness” for theological consideration: 1) The view from the outsider – the Egyptians see the Hebrews as lost and wandering; 2) The Hebrews sometimes recognize and at other times have to be reminded that God was with them in the wilderness – God did not abandon them; and 3) Sometimes the wilderness is not an external place, but an internal state of being.

Faith Talk Questions:

For Young Adults with Anxiety Disorders:

1. What did you think of Samantha’s relationship with her parents?  How did they relate to Samantha’s illness?  How is their relationship different (or similar) to your relationship with your parents?
2. How do you think people see you? What do you want people to know about you? What happens when they find out you have an anxiety disorder?  How do you think God sees you?
3. Do you experience God’s presence? In what way?  Do you feel God’s presence differently when you are experiencing (or before/after) an attack?
4. How would you interpret the verse from Psalm 102?  Do you sometimes feel that God has abandoned you to some kind of wilderness?
5. If God wants us to love God with all our mind, how do you react to that statement?  Do you feel that it is more (or less) difficult for you to love God with your mind given your illness? 

For General Discussions:

1. Why is Samantha’s story important to hear?
2. Can you relate to her illness?  Does any part of her poem-story resonate with your life?
3. What does that mean to you to love God with heart, mind and soul?  Is that sometimes difficult?  What if one part doesn’t “work”?  Has God given someone who is physically or mentally impaired an impossible task?
4. How does your faith come into play when you feel alone or abandoned?  Where is God in those moments?
5. How do the passages about the wilderness apply to Samantha’s book?  How do they apply to your life?
6. Do you think the church would be another sort of wilderness for someone like Samantha? Why/Why not?

Review prepared by Nadine Ellsworth-Moran, MDiv/MACE, Entering Cohort Fall 2004