Forever Young

Title:  Forever Young

Author: Bob Dylan

Illustrator: Paul Rogers

Publisher: Anthenum Books an imprint of Simon and Schuster, 2001

Audience: Ages 5 – 8

Summary of Book: Forever Young is a beloved song that Bob Dylan wrote for one of his sons.  Dylan in conjunction with award winning artist Paul Rogers combine to make the song into a book which speaks to a wide range of audiences about important topics.  The topics include, God blessing and keeping you, doing for others and letting others do for you, being righteous and true, and of course staying forever young.

Literary elements work in the story: This is a simple yet profound book.  The lyrics of a beloved song are used to tell a story. The illustrator uses other Dylan songs for inspiration to take us on a journey.  The journey follows a young boy who is given a guitar by a street singer and the impact that gift has on the boy’s life and those around him.  This makes for an ideal book from the beginning reader to adults by showing how a gift to another can impact countless lives.  The boy’s journey takes him from learning to play the guitar, to performing on the streets for others, to school, to becoming a concerned citizen trying to save the planet, to protesting the war in our nation’s capital and on the streets of his hometown, and finally to pass the guitar on to a young lady just as it was given to him.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  Although not one word is spoken about gender, race, culture, one’s financial worth, or personal ability the book openly promotes it from the first page to the last.  On the first page a young boy is given a guitar with the words, “May God bless you and keep you always.”  (Forever Young, p 2)  A few pages later the boy is playing the guitar in a park with a mixed crowd of young people, adults, older adults, of all colors, shapes and sizes, with the words “May you always do for others and let others do for you.”  (Forever Young, pp. 5-6)  Later in the book it shows the boy now probably in high school ‘knuckling’ (a modern day way of giving someone five) a friend who is African American.  Through the rest of the book it shows the two friends studying together, working together to save the planet, protesting the war, making groovy music, giving to others, and staying forever young.

Theological Conversation Partners:  Although no scripture is used in the book the words of the first page set the tone, “May God bless and keep you always”.  (Forever Young)  This book is about doing for others and letting them do for you.  It is about accepting and loving others who may be different from you.  It is about stepping out of your comfort zone, which God calls us all to do.  It is about noticing those around us that are so easily overlooked or taken for granted, like the little children and making them feel loved.  It is about giving to others and not expecting anything in return.

Faith Talk Questions:

1. Why do you think the street singer gave the guitar to the young boy?
2. Are there hidden or obvious messages in any of the illustrations?  If so, what do you see?
3. What do you think the message for children is in this book?
4. What do you think is the message for adults is in this book?
5. Are the words of this book and their message something that we outgrow or something that their time has passed and cannot be brought back?  Why do you think that?
6. Do you believe that a simple act of giving can still have an impact in today’s world?
7. Do you think it is better to give or to receive?  Why?
8. What does the term ‘forever young’ mean to you?

This review was written by Union Presbyterian student Bob Martin.

A Sweet Smell of Roses

Title:  A Sweet Smell of Roses

Author: Angela Johnson

Illustrator:  Eric Velasquez

Publisher:  Aladdin Paperbacks

Publication Date:  2005

ISBN:  978-1-4169-5361-6

Audience:  The intended audience is agest 5 – 8.  However, the theme of this book, the illustrations and the storyline makes this book suitable and attractive to people of all ages.  It functions very well as a book to be used to read to young children; it can operate as a challenge for newer readers because of the vocabulary used and it works well as both a conversation starter or lesson for adolescents through adults.  The audience will broaden still when you look to expanding the audience beyond age.  With a theme centered on the Civil Rights Movement, any and all nationalities could benefit.  It can be used to help inspire the young and old to find and use their voice and/or stand up for right.  It can be used to challenge and resolve conflict.

Summary:  A Sweet Smell of Roses is the story of two young sisters who sneak out of the house in order to be part of a civil rights march in their town.  The two young girls get to witness amazing things, like getting to see and hear Rev. Dr. Martin Luther King Jr., to clap and sing with the crowd they march with, and to be carried on the shoulders of some members of the crowd as they travel through the streets.   They also get to experience the negative aspects of the march, in the form of words of hate that are yelled at the group along the way.  By the end of the book, they make their way back home to an anxious mother who is very happy to see them.  Throughout the book,  we hear about the sweet smell of roses that is constantly in the air.

Central literary elements at work in the book:  The book is told from a first person perspective which seems  to be that of the eldest sister.  We never learn her name, but learn her younger sister is named Minnie.  The wonderful illustrations are done in an antique style of black and white with each pairing of pages containing a little splash of red.  These splashes of red show up are in the little ribbon around Minnie’s bear’s neck and in the red of the flag as it appears on several  pages and in the red of the roses that are mentioned throughout.  I think, although red is so often connected to blood and love, I see the use of the red ribbon on Minnie’s bear, for example, presented a symbol of innocence.  When red appears on the flag, it can be seen as a symbol of pride in a country that is shared, even with some who hate.  There is a page where both the bear and the flag are illustrated, however, only the bear  is represented by the red ribbon.  Could it be that innocence outweighs pride?  It is in this same scene where the crowd is pictured shouting at the marchers “You are not  right.  Equality can’t be yours.”  Innocence immediately comes to mind, especially when viewing the girl’s faces, which show confused sadness, rather than the anger that clearly reflects on many of the faces of the marchers.  Even the sweet smell of the roses seems to stand as a testament to innocence.

How does the book present gender, race, culture, etc.:  The book, which is dealing with the theme of the civil rights movement, paints a picture of inclusion.  While there are pictures of people whom the reader is not sure of their  ethnicity, such as the milkman, the mailman and the men in the market; its author is intentional in showing men, women and many people of different races in the group of marchers.

Theological Conversation Partners:  Themes that could be made part of a theological discussion around A Sweet Smell of Roses would include the verses that discuss loving your neighbor as yourself.  Taking into account that the book is written from the perspective of a child, part of a theological discussion could include the role and responsibilities that children can and should take, not only in their religious life, but that they can play a role in the much larger aspects of our world.  Along this theme, Psalms 129:2 would be an excellent partner.

Faith Talk Questions:

1. Why do you think the children had to sneak out of the house?  What danger do you think they could have faced?  Would those dangers be different for our children today?  Why or why not?
2. Once they reach the crowd and the marchers, the children are swept into the excitement of the march.  Imagine yourself experiencing this scene through the eyes of a child.  What may have stood out to you?  How do you think the children felt about those people yelling at the marchers?
3. What was the role of the “sweet smell of roses” that was mentioned throughout the book?
4. The mother was happy, not angry, when the children returned home.  Why do you think this is?
5. What role, if any, do you think God fills in this book?

This review was written by Union Presbyterian Seminary student LaDonna Harrison.

The Wonderful Happens

Title:  The Wonderful Happens

Author:  Cynthia Rylant

Illustrator:  Coco Dowley

Publisher:  Simon and Schuster

Publication date: 2000

ISBN number: 978-0-689-86355-4

Intended Audience :  Ages 4 and up

Summary of book:   Through poetry the reader is guided to look at everyday things as remarkable.  The book finds the beauty in the creation of things.  The end of the book recognizes that the reader is part of the wonderful things in the world.

Literary elements at work in the book (genre, characters, plot, language, illustrations, dialogue, repetitions, etc.):   This book has a wonderful sense of repetition in the phrases, so that kids can start helping to fill in words.  This book is a gift and allows readers to look at the everyday world around them as a gift and a blessing.

How the book presents gender, race, culture, economic status, abilities/disabilities, age, etc.:

There are only a few people represented in the book.  The people are mostly kids, so there is no deference given to the elderly.  There are a variety of races represented.  Both genders are represented equally.  There is no representation of culture, economic status, or abilities/disabilities.

Theological Conversation Partners:  Genesis 1:1 – 2:3; Psalm 139: 13-14

Faith Talk Questions:

1.  What does the phrase “The Wonderful Happens” mean?

2.  What is your favorite part of the book?

3.  What is something “wonderful that has happened” in your life?

4.  In the Genesis and Psalms passages, who is responsible for the ‘wonderful that happens’? How does God create?

5.  Is it hard to look at yourself as wonderful?  Why or why not?

This review was written by Union Presbyterian Seminary student Jessie Smith.

Night Tree

Name of Book:  Night Tree

Author:  Eve Bunting

Illustrator: Ted Rand

Publisher: Voyager Books Harcourt Brace & Company

ISBN: 978-0152001216

Audience:  Ages4-8

Summary:  On Christmas Eve, a family treks into the woods to trim an evergreen with edible decorations for the forest animals.

Literary elements at work in the story:  A fictional telling of a family Christmas Eve ritual told from the point of view of the about 10 year old son. The text has a quiet, reverential tone and the illustrations are in Ted Rand’s characteristic glowing style. Father, Mother, son and young daughter smile, sing and take care of the natural world and each other in this sweet picture book.

Theological conversation partners:  The endearing text and beautiful illustrations are reason enough to have this book in a family library but its link to the observance of Advent makes it a faithful choice as well. Anticipating the yearly event, preparing (“For weeks we’ve been making balls of sunflower seeds and pressed millet and honey.”) and showing light in the dark night are qualities of the Advent season. There is a contemplative feel of the next to last page’s wording and painting of the boy tucked in bed looking out the window. The boy’s face turned to and illuminated by the full moon conveys peace and wondering.

Faith Talk Questions: 

1. What rituals do you remember from your childhood Advent seasons?  
2. What rituals are a part of your family’s Advent observance?
3. How is light portrayed in Night Tree?
4. What was the boy thinking about in bed after the family’s pilgrimage to the woods? When you are feeling reflective, to where do you “let your mind go back”?
5. The family extends generosity to each other in their interactions and to the woodland animals in their tree decorating. What are examples of generous acts given during holiday celebrations?

This faith review was prepared by Union Presbyterian Seminary student Robin Crawford.

The Pine Tree Parable

Name of Book:  The Pine Tree Parable

Author:  Liz Curtis Higgs

Illustrator:  Nancy Munger

Publisher:  Tommy Nelson, Inc.

ISBN:  9781400308477

Audience:  Although this book is recommended for children ages 3-7, I believe that this would be a great book for older children and adults about stewardship and tithing.

Summary:  A farmer and his family nurture tiny seedlings for many years until they grow to be fragrant Christmas trees that they can sell to their neighbors.  The farmer’s wfe puts a gold star at the top of the tallest and most beautiful tree and she decides that it is not for sale for she intends to keep it for her family.  On Christmas eve, a poor family comes to the farm to cut down a ragged, drooping tree because it is the only one that they can afford.  Then their young daughter notices the tallest, most beautiful tree with the gold star and asks her parents if they can buy it.  Knowing that the family cannot afford the tree, the farmer’s wife tells the little girl that it is not for sale, but she can have it as a gift.

Literary elements at work in the story (Genre/setting/characterization/plot/theme/point of view/style): This book is the fourth book in a seasonal seriesthat all feature the farmer and his wife and kids.  Each book in the series is brimming with vibrant, colorful watercolor illustrations that warm the heart.  It is about giving out of generosity and the joy and love that comes each Christmas season.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  Although the farmers give their best Christmas tree to a poor family that visits their farm, they are not perceived as being financially wealthy either.  But out of generous hearts, they give their most prized possession to another family in need.  If the farmers were a wealthy family, then it would be easy not to relate to their generouse gift, but when the reader recognizes that they are just simple farmers, then the reader can appreciate the price of their gift even more.

Theological conversation partners: This story is about so much more than the gift of a Christmas tree.  The farmers could have given any tree from their lot, but they chose to give the tallest, most beautiful tree of all to the poor family.  When we are called to give of our time, talents, and treasures to the ministry of the church, we are not called to give whatever we have leftover.  We are called to give our best.  The author cites 2 Corinthians 9:7, “Each one should give, then, what he has decided in his heart to give…God loves the person who gives happily.”

Faith Talk Questions

1. Think about something that is very special to you, maybe it is your favorite toy or book.  How would you feel about giving it away to someone in need?  How would the person in need feel about receiving it?
2. What are some things that you are willing to give generously?  What are some things that you are trying to keep for yourself? Why?  What keeps you from giving generously?

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

More

Title:  More

Author:  I.C. Springman

Illustrator: Brian Lies

Publisher: Houghton Mifflin Harcourt

ISBN: 9780547610832

Audience: 4 and up. Age 3 is not too young; adult is not too old.

Summary: A magpie is given a marble by a mouse.  The magpie flies to his nest and places it there. Now he has something.  The something inspires him to get a few more somethings.. He moves on to much, way too much and finally more than enough.  The whole collection crashes to the ground, burying the magpie. With the aid of the mouse and his friends,  the pile of everything burying the magpie is removed piece by piece to become less, a lot less, and finally just enough.  The magpie and the mouse fly off with just a marble, a chess piece, and a ribbon, joyfully free.

Literary elements at work in the story: This is a picture book, and what a picture book! There are about 30 words signifying quantity; several pages are wordless. But the pictures are clear, the colors strong, the details impeccable.. It’s a fascinating exercise to examine the objects the magpie adds-a lego block, a watch, a stamp, a book mark, a comb,  etc., etc., etc. and to see the nests increase to accommodate these somethings. It is equally fascinating to watch the mice remove this accumulation piece by piece.. Some pictures are a full two page spread, some single page, some a quarter of a page.  A puzzle: one of the magpie’s legs is clearly banded and numbered.  Why? The moral of the story is unmistakable; it’s telling, a delight.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? The magpie may be male or female.  A choice had to be made in the summary and this reviewer chose male. Changing the sex will make no difference in the story.

Theological Conversation Partners: We are a society of consumers. Many children with whom you will share this book have rooms like the magpie’s nests.  Jesus had more to say about possessions than almost any other subject.  Having things can come between us and God. Our hearts will go with our treasure. The rich young man went away sadly from Jesus because he had great possessions. Luke 18:18-24 The parable of the rich fool pairs almost perfectly with this book. Luke 12:12-21

Faith Talk Questions:

1.  At first the magpie’s nest was empty.  Where did he get the marble?  Why did the mouse give it to him.  Was this a friendly thing to do?
2. What did the magpie collect next?  Why?
3. How many nests did he have to build for his collection?
4. What do you see in the nests?  Can you count the number of things.
5. What is the difference between plenty and too much?
6. Do you collect toys and games like the magpie did?
7. Is it wrong to have something?
8. Jesus met a young man who, like the magpie, had collected much.  The story is in Luke 12:18-24.  What did Jesus think about collecting too much.
9. The last picture shows the magpie and mouse flying away with only 3 things.  Do they  seem happy?  Could they fly if they were carrying more?
10. The USA consumes almost 80 % of the world’s goods.  Think of the pictures in this book with us, rather than a magpie, collecting things.  Do we need them all?

This review was written by regular contributor Virginia Thomas.

All in a Day

Name of Book: All in a Day

Author:  Cynthia Rylant

Publisher: Abrams Books

ISBN: 978-0810983212

Audience:  Ages 2-5

Summary:  Come and follow a boy through a beautiful summer day as he works in the garden, feeds the animals, plays games, takes a nap, and explores the wilderness. It is a full day and he is living it to its fullest.

Literary elements at work in the story: A simple storyline, gentle, poetic text, limited color palate and bold paper-cut illustrations all add up to give this story an old retro feel. The rhyming poem appears in small bursts on each two-page spread giving it a child like feel.

How do the perspective on gender/race/culture/economics/ability make a difference to the story?: Old-fashioned and quiet, this beautifully illustrated book has universal appeal.

Theology: Psalm 118:24   The narrator in this story knows what the Psalmist is saying. Each day we have is a gift. Some days might bring rain and make our dry laundry wet, but that same rain also gives us puddles for playing in. As the narrator says at the end of the story, “The day’s all yours, it’s waiting now…see what you can do.” Take the days the Lord has given you and rejoice and be glad.

Faith Talk Questions:

1. What is something you did today?
2. What happened to the little boy that wanted him to start again?
3. Have you ever had a day that wish you could start again?
4. What makes your day happy?
5. Why?
6. What is the Psalmist telling us about God?

This review was prepared by regular contributor Janet Lloyd.

Stories from A to Z – 26 Brief Reviews

Union Presbyterian Seminary student Beth Lyon-Suhring has written brief reviews of 26 children’s books, along with suggestions for ways to use these books as a ‘springboard for faith talk’.  This delightful resource is yours to download and use by clicking on Stories from A to Z.

  by  Jim Davies 

Paul and Sebastian

Name of Book:  Paul and Sebastian

Author:  René Escudié

Illustrator: Ulises Wensell

Translator: Roderick Townley

Publisher:  Kane/Miller Book Publishers

ISBN:  9780916291495

Audience:  Although, I think the book is appropriate for children ages 4-8, one review I read said that her five-year-old son became afraid when the boys were lost. 

Summary:  Paul and Sebastian is a story from France about two obedient little boys who live next door, but their mothers’ do not wish them to play together because they live in different circumstances. Paul lives in a green trailer with blue curtains and Sebastian lives in a blue apartment with green curtains.  However, one day the boys become lost during a school outing, and that night, in a red cabin with a yellow table they forget about their differences.  In the midst of the cold and frightening situation, they become friends. They share their food and trade their jackets.  When they are found at last, their mothers’ mistake the little boys for the other, bringing the wrong boy home. Each mother kisses the wrong boy good night and tucks him into bed.  The next morning, upon realizing their mistake the two families become friends.

Literary elements at work in the story (Genre/setting/characterization/plot/theme/point of view/style):  From France, this book is a pleasant, simplistic story about a friendship that arises in spite of differences in life-style.  The attractive illustrations, like the text, use deftly echoed details to emphasize similarities between the two families: the senseless rift between them is born of style rather than of race or relative affluence.  The illustrations become larger and brighter when the boys get lost on the school outing.  The bright red cabin and  yellow table contrast the subtle blues and greens in the earlier illustrations. Though the illustrations are stronger than the text here, it is interesting to have a European slant on a universal issue.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  The main characters of this book are white boys from a very similar economic situation.  Their differences come from subtle life-style choices.  The pettiness of their differences is almost comical, alerting the reader to think about petty differences we see in others.

Scripture: 1 Corinthians 1:10, “I appeal to you, brothers, in the name of our Lord Jesus Christ, that all of you agree with one another so that there may be no divisions among you and that you may be perfectly united in mind and thought.”

Theological conversation partners (scripture, confessions, doctrines, theologians, etc):  This book is a great book dealing with love for one another in the midst of our differences.  It is also an empowering book for children, as it is the children who teach the adults about acceptance. 

Faith Talk Questions

1. Was it fair for the mothers to forbid their sons from playing with each other?  Have your parents ever asked you not to be friends with someone?  Why?  Did you obey them?
2. The differences that divided the families in this story was based on where they lived.  What differences divide the families in our community?  What do you think of these differences?  Are they something that we can overcome, like the boys in the story, or are they too divisive?  If we can overcome them, how can we do it?
3. Think of someone from your school or community who is different.  What can you do to become their friend?  What obstacles will you have to overcome to be their friend?

This review was prepared by Union Presbyterian Seminary student Mandy North.

Parables: Stories Jesus Told

Name of Book:  Parables: Stories Jesus Told

Author:  Mary Hoffman

Illustrator:  Jackie Morris

Publisher:  Phyllis Fogelman Books

ISBN:  0803725604

Audience:  Age 4 and up

Summary:  This is an illustrated collection of eight of Jesus’ parables: The House on the Rocks, The Good Samaritan, The Lost Sheep, The Workers in the Vineyard, The Prodigal Son, The Sower and the Seed, The Rich Man’s Feast, and The Unforgiving Servant.  The author introduces each story with a question to set the stage:  “Do you like building sandcastles?” or “Have you ever lost something precious?”  She goes on to tell each parable in short clear sentences, often inserting dialogue when appropriate and emphasizing characters’ joy or indignation or relief.  These are characters with whom the reader can identify emotionally.  Hoffman then ends each parable with a simple explanation of Jesus’ meaning.  Usually, these interpretations come from scripture itself, although sometimes the author inserts her own analysis, suitable to a child’s understanding.

Literary elements at work in the story:  Parables by their nature are simple tales with few characterizations.  Plot drives everything.  In this book, as with the original biblical tales, the stories sometimes end with mystifying plot turns, and the reader is left to puzzle out the meaning.  Morris’ beautiful paintings expand on the simple plots, showing us the overwhelming joy of the father as he cradles the head of his errant son against his shoulder, or the patient kindness of the Samaritan holding a bleeding stranger on his donkey.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  First-centuryPalestine was a patriarchal society, and the author and the illustrator reflect this male-centered social order in both word and picture.  All eight of these stories have male protagonists, and only two even show women in subordinate roles in the illustrations.  The characters are portrayed as Middle-Eastern in both facial features and clothing.  No attempt has been made to modernize the tales at all.

Theological conversation partners:  Several of these stories focus on the fact that God’s law is often contrary to human notions of justice. God rejoices always when one who has been lost is found, no matter how good the other sheep, sons, or workers have been nor how unfair the gift of God’s embrace seems to be.  Other parables in this collection concentrate on what it means to respond to God’s teaching.  Hearing is not enough.  Those who truly follow God must work at it, or they will lose everything – house built on sand, seed sown on rocky soil, or fantastic wedding banquet.  These stories would be good to use with discussions about what the Christian life looks like

Faith Talk Questions:

1. Jesus told a lot of stories.  I wonder why?
2. How did you feel about the story called “Fair Pay”?  If you were the vineyard owner, how would you have paid your workers?
3. Why do think Jesus told the story in the way he did?
4. How would you have reacted if you were the older brother in the story called “The Jealous Brother”?
5. Why do you think that the father was so glad to see his younger son again?
6. The Samaritan in the story called “Neighbors” would have been somebody that none of Jesus’ listeners liked.  If we told the story substituting people in our day and time, who would be a good person to play the role of the Samaritan?
7. What can we find out about God by reading the stories of the lost sheep, the prodigal son, and the workers in the vineyard?

This review was written by Union Presbyterian Seminary student Beth Lyon-Suhring.