Katie Loves the Kittens

Title: Katie Loves the Kittens

Author: John Himmelman

Illustrator: John Himmelman

Publisher: Scholastic Incorporation

Publication date: 2008

ISBN number: 978-0-545-22364-5

Audience:  Ages 4 – 8

Summary of book: Sara Ann brings home three new kittens.  Katie, her dog, couldn’t be happier.   Unfortunately, Katie’s uncontrollable joy causes her to unintentionally scare the new kittens.  Sara Ann reprimands her and Katie is very sad.  After a series of good intentioned episodes where Katie continues to unintentionally be unwelcoming.  Katie is very upset with herself.  She spends the entire day on her doggy bed.  When she wakes up the kittens have fallen asleep on top of her.  She wants to run around and chase them, but instead she controls herself and happily lays with them on top of her.

Literary elements at work in the book: Through the words and the illustrations, Katie comes to life.  She is an amazingly sweet and joyful character.

How the book presents gender, race, culture, economic status, abilities/disabilities, age, etc.: The only human character in the book is Sara Ann, a Caucasian girl with red hair and blue eyes.

Theological Conversation Partners: Galatians 5:22-23a

22 By contrast, the fruit of the Spirit is love, joy, peace, patience, kindness, generosity, faithfulness, ²³gentleness, and self-control.

Faith Talk Questions:

1. Which fruits (of the Spirit) does Katie have abundantly?  How do you know?
2. Which fruits (of the Spirit) does Katie need to practice?  How do you know?
3. Describe a time when you were like Katie and had good intentions that didn’t work out well.
4. Which fruits of the Spirit do you have abundantly?
5. Which fruits do you need to practice?

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

 

 

The One, the Only Magnificent Me!

Title of the Book:  The One, the Only Magnificent Me!

Author: Dan Haseltine

Illustrator:  Joel Schoon Tanis

Publisher/Date: Mackinac Island Press, 2007

ISBN: 978-1-934133-21-7

Audience:  The intended audience is ages 2 and up.  Young children who are unable to read will be drawn in by the bright colors.  Adolescents may associate with the story’s theme.  Even adults can be actively engaged by this wonderful story.

Summary: This is the story of a little boy who feels a little left out because he is not as big or as fast as the other children.  He thinks that this means he should be different, and that would make it all better.  With the aid of his imagination, he imagines wonderful changes that would make him better, and he goes about making the necessary changes.  By the end of the story, with a little help, he comes to see that he already is magnificent, just the way he is.

Literary elements at work in the story:  The way the story is told, in the voice of the boy that the story is about, allows the reader to see him in a way the illustrations don’t fully show.  This does not in any way take away from the illustrations, which are very well done.  As the book begins, our central character is illustrated in muted pastels.  This continues throughout the book, except, as his imagination takes over, the products of his imagining are created in bright, bold colors that take over the page(s).  He seems to become discouraged as real life falls short of his imagination and the muted pastels return.  The story and characterization is told as much through the illustrations as it is through the words.

Theological Conversation Partners:  The scripture that could be used to partner with this story easily is Psalms 139.14 “I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well.”  Just as the Psalmist is expressing that God has made him as a wonderful creation, the little boy in the story learns that he, too, is wonderful, no, that he is magnificent, just the way he is.

Faith Talk Questions:

1. Have you ever wished for any of the things the little boy in our story wished for?  Have you ever wished for something different that altered your appearance?  Why?
2. From whose perspective is the story told?  How is this displayed in the illustrations?
3. Have you ever prayed for something and then tried to “help” it happen?  What were your results?
4. Why do you think the little boy failed in his attempts to change his appearance?
5. The author and illustrator do not give us any clues on who the person is who comes into the little boy’s room at the end of the book.  Who do you think this person is that helps him see how magnificent he is just the way he is?
6. Think about those who have been the major influences in your life.  Do you think your experiences impacted who you chose in question #5?  If so, why?

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

This Moose Belongs To Me

Title:  This Moose Belongs to Me

Author/Illustrator:  Oliver Jeffers

Publisher: Philomel Books

Publication Date: 2012

ISBN: 9780399161032

Audience: Kindergarten-2^nd grade

Summary: A moose appears in Wilfred’s yard and Wilfred is sure that it is meant to be his.  He tags the moose with the name Marcel and then begins to explain the rules to his oblivious pet.  Marcel obeys only the rules that fit his plans. One day Wilbur is marking the trail with string as he follows Marcel.  A woman appears to claim the moose as her own, calling him Rodrigo.  “This moose belongs to me,“  says Wilfred but Marcel is more interested in the lady and her apples.  Wilfred runs away in anger, trips, is entangled in his string, and lies there helplessly until Marcel comes along and performs Rule #73 brilliantly: Rescue your owner from perilous situations.  Wilfred has to admit that he has never really owned the moose anyway and so he and Marcel (he thinks) work out a compromise about rules and ownership.

Literary elements at work in the story: Wilbur is a small, cartoon-like figure set in a large, realistic outdoor setting.  Pictures are essential for the slight story about a boy and a moose with different viewpoints about ownership and rules. When Wilbur, for example, is making plans for activities with Marcel there are bubble-encased pictures of the moose riding waves with the boy on his back.  Children will laugh at the situations depicted and ask for additional readings.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Not applicable.

Theological Conversation Partners: Some books are meant to be read for fun; this is one of them.   We should encourage children to give thanks to God for authors and illustrators who give us pleasure. It is best to mention Oliver Jeffers by name. That said, This Moose Belongs to Me can furnish conversation subjects but don’t think you’ve wasted time if you never get to these. You have simply enjoyed one of God’s good gifts.   God gave human beings responsibility for the world and the animals in it.  We have emphasized domination and so face a world with declining species. (Genesis 1,2; Psalm 8)  Like Wilfred, we are inclined to emphasize our control of animals, their service to us, rather than our stewardship. “Mine” is a word that Christians should use carefully since the world and everything in it belongs to God. ( Ps 24). For young children ownership is significant and the fact that Wilbur may actually “belong” to three different people will be worth discussing.  Rules are an important part of life. Rules and law, in the biblical sense, however, are not quite the same thing. Thinking about the difference can be valuable.

Faith Talk Questions:

1. Do you have a pet? How do you care for your pet?
2. Does your pet have rules to follow?  Do you have rules to follow in caring for your pet?
3. How did Wilbur know the moose was his?
4. Did Wilbur seem to have any responsibility for Marcel?
5. Did Wilbur himself have any rules to follow?
6. In what sense do you “own” your pet?
7. In Genesis 2:28 God says to Adam and Eve…”have dominion over fish, birds, and over every living thing that moves on the earth.” Another translation says, “be in charge of.”  What does this mean for us?
8. Does your city have rules about where animals can be? About animals getting vaccinated?  Does it have a place for keeping stray animals? A plan for adopting stray animals?

This review was written by regular contributor Virginia Thomas.

Smack Dab in the Middle of God’s Love

Title of Book:  Smack Dab in the Middle of God’s Love

Author:  Brennan Manning and John Blasé

Illustrator:  Nicole Tadgell

Publisher and Publication date:  Tommy Nelson (a registered trademark of Thomas Nelson, Inc.), 2011

ISBN number:  978-1-4003-1713-4

Audience:  Ages 4 – 8

Summary:  Childless couple, Willie Juan and Ana, share much of their lives with the neighborhood children.  One evening Willie Juan asks a question ‘What do you think Abba will ask you in heaven?’  The conversations that follow, while eating Ana’s homemade sopapillas, help the children to understand that they are smack-dab in the middle of God’s love and that all the good gifts in their life are from God.

Literary elements at work in the story:  This story starts off acknowledging that ‘smack-dab’ is fun term to use and say.  It gives its definition as ‘precisely in the center’ and then throughout the story has a repetitive use of the term ‘smack-dab’.   The book drives the term home by reminding us that ultimately we are smack-dab in the middle of God’s love for us.  Reading the book aloud and encouraging the audience to say ‘Smack-dab” with the reader each time it appears, would be a fun way to involve the audience in participating.

Presentation of gender/race/culture/economic status/age/disabilities/etc:  All ages and genders are represented in the illustrations in the story.  The setting is in a small, modest Mexican village but many races are also represented by a variety of skin tones and hair colors and textures.  The story has a strong sense of community and sharing with ones neighbor.  The story introduces Hispanic culture in a way that explains the terms to those who may be new to them.

Theological conversation partners:  John 3:16-17, Romans 8:39, James 1:17, Heidelberg Catechism Question 1.  The story also has a conversational style that allows the reader to imagine their own questions and responses to Willie Juan.

Faith Talk Questions:

1. What do you think Abba will ask you when you get to heaven?  (Willie Juan’s question)
2. What will you ask God when you get to heaven?
3. If you’re smack-dab in the middle of God’s love, what is smack-dab in the middle of your love?
4. What are some things should be smack-dab in the middle of your love?
5. What might it look like to love God?
6. What are some good gifts that you have been given from God?
7. What are some ways that you can share your gifts from God?
8. Who are the Willie Juan’s and Ana’s in your life?

This review was written by Union Presbyterian Seminary student Lisa McClennan

See the Ocean

Title of Book: See the Ocean

Author: Estelle Condra

Illustrator: Linda Crockett-Blassingame

Publisher: Ideal’s Children’s Books

ISBN: 1-57102-005-5

Audience: K – 3rd grade

Summary:  Nellie and her brothers Gerald and Jamin always go on a family vacation to See the Ocean.  They always have a contest to see who will be able to see the ocean first.  Nellie usually never plays with her brothers until one year Nellie was the only one that could see ocean. This is a compassionate story about a girl that, although blind, can see the world in her mind and spirit.

Literary elements at work in the story:  The story reminds you of yearly family vacations.  The reader will experience the day in the cool salt water, play with siblings, stories told by parents and laughter shared among them all.  The story takes you through the beach vacations when Nellie was a little baby until she is a young girl.  The poetic imagery used when Nellie describes the ocean is captivating and paints a vivid picture in the mind of the reader.  In this picture book, the oil paintings support the story well.

Perspective on gender/race/culture/abilities/disabilities/economic:  The story is about a Caucasian family (a mother, father, and three siblings) taking a yearly beach trip to see the ocean.  Their daughter, Nellie, is blind.  Although this story portrays the family to be of one race this story can easily apply to any race or culture.

Theological Conversation Partners:

John Calvin explains that there is an inherited notion that we all have implanted within that God gives us awareness of God. “God has implanted in all men a certain understanding of his divine majesty (Institutes pg. 43).  All creation has come to the knowledge of God to the extent that God “repeatedly sheds fresh drops” of this knowledge to us in an attempt to renew our memory and awareness of God on a regular basis.  We cannot deny this awareness that is given from God to all and to do so is of our own doing because we all have been given the awareness from birth.

For Calvin, another way we know God is through creation.  “…he not only sowed in men’s minds that seed of religion of which we have spoken but revealed himself and daily discloses himself in the whole workmanship of the universe.  As a consequence men can not open their eyes without being compelled to see him” (Institutes pg. 51-52).  Calvin points to the nature of God as our creator and in observing God’s creation we can come to know God. The universe becomes as a “mirror in which we can contemplate God, who is otherwise invisible” (Institutes pg. 52-53).

We also come to a  knowledge of God not in the searching for him but in the awareness of God’s mighty works at play in our lives on a consistent basis.  We come to this awareness not on our own but by God’s revelation to us through God’s works. Calvin says that we come to this knowledge of God’s mighty words through the revealing spectacles of scripture.  The true knowledge of God, for Calvin, is found in scripture.  Calvin says that scripture is like spectacles.  The scripture gives us a clear picture or knowledge of who God is without confusion

Faith Talk Questions:

1. Where did Nellie’s family go every year?
2. Did Nellie like the ocean?  How do you know?
3. How did her parents explain the ocean to her?
4. What competition did the siblings have on the way to the ocean?
5. Did Nellie participate?  Why do you think she did or didn’t?
6. Who saw the ocean first on the last trip?
7. How did she know what it looked like?
8. What experiences have helped you to form an image of what God looks like?
9. What experiences have helped you to know God?
10. How does scripture help you to know God?
11. What do you think God looks like?
12. Who is God to you?
13. Draw a picture, create a collage, or write a poem or letter to express who God is to you.

This review was written by Union Presbyterian Seminary student Phanta Lansden.

Old Pig

Title:  Old Pig

Author:  Margaret Wild

Illustrator:  Ron Brooks

Publisher:   Allen & Unwin (February 23, 2010)

ISBN:  978-1741757064

Audience:  Ages 4 – 8

Summary:  Old Pig is a book on how to help cope with a loss of a loved one.  In the story there are two pigs, Old Pig the grandmother and Granddaughter.  The Granddaughter knows that Old Pig will soon be gone, but her memory will live on.  This story will help readers see the meaning of living, loving, giving, and receiving in the midst of a loss of a loved one.

Central Literary Elements at work in the story: The plot of the story is about a granddaughter preparing herself for the loss of her grandmother.  This softly illustrated picture book also celebrates life as well.  Each day Old Pig and Granddaughter enjoyed the beauties of life and the world around them.  The story is told by a narrator describing how Old Pig helped the granddaughter cope with dying.  The author uses our senses of looking, listening, smelling, and tasting in the process of sharing each wonder of nature with Granddaughter.  The final illustration of Granddaughter feasting on nature by herself brings chills to the skin and tears to the eyes of young and old alike. Pencil sketches with detail provided by soft pastel water colors successfully extend the unspoken portions of the story.  In the end, as Granddaughter prepared for the death of Old Pig, she now has a different perspective on life.

Perspective on gender/race/culture/economics/abilities:  This story was told from the perspective of a grandmother and granddaughter.  Although the story was told from this perspective I do not see any conflicts of any reader being able to learn from the story.

Theological Conversation Partners:  Ecclesiastes 3:1-4, Hebrews 13:5, Matthew 5:4

Faith Talk Questions:

1. Do we as individual take life for granted?  Why or why not?
2. Why is it when tragedies happen we seem to get closer to Christ?
3. Why should we live each day like it is our last?
4. Does it become difficult to serve God when dealing with a loss? What emotions are exhibited?
5. How do you trust and believe through all things that Christ loves you will be with you through trails?

This review was written by Union Presbyterian Seminary student Tim Tate

Beatrice’s Goat

Title of Book: Beatrice’s Goat

Author: Page McBrier

Illustrator: Lori Lohstoeter

Publisher: Atheneum Books for Young Readers

ISBN: 0-689-82460-2

Audience: Ages 4 and up

Summary: Beatrice’s Goat is an endearing true story about a little girl and her goat.  Beatrice desires to go to school but doesn’t have the money to do so.  The goat, a gift to her family, helps pave the way for Beatrice’s dream of going to school to become a reality.  Heifer Project International provided the goat which enabled the lives of those in Beatrice’s village to begin to change.

Literary elements at work in the story: The story takes place in a small African village of Kisinga in western Uganda.  Beatrice lives with her mother and five brothers and sisters.  The illustrations are beautiful pictures of Africa, with vibrant colors and engaging paintings.  The illustrations invite the reader to step into the village in which Beatrice lives as they help tell the story.

Perspective on gender/race/culture/abilities/disabilities/economic:  The book points out the challenges for poor in a small African village in Uganda, the work it takes for the poor to survive and obtain an education.  The story “is an invitation to all of us to support those efforts that provide resources, educate families, and lift community spirits.”

Theological Conversation Partners:   Mark 12:28-31.  God calls us to love our neighbors as ourselves.  An act of extending the love of God to our neighbor can be financial, emotional, physical, and/or mental support.  For me this story shows the love, care and support we must give to those in need.

Faith Talk Questions:

1. Have you ever thought you would “never be able” to do something because of limited financial resources? If no, do you know of someone who has had this challenge?  How did this make you (them) feel?
2. Did you (they) find a way to do the thing you (they) longed to do?
3. Who or what made it possible for your (their) dream to come true?
4. As Christians, how are we called to help those in need?
5. Think of someone in need or an agency that helps people in need. What can you do to help?
6. How can you show the love of God by helping others?
7. What will you do this week to share God’s love?

This review was written by Union Presbyterian Seminary student Phanta Lansden.

Tear Soup

Title of Book:  Tear Soup

Author:  Pat Schwiebert and Chuck DeKlyen

Illustrator:  Taylor Bills

Publisher:   Grief Watch (June 1, 2005)

ISBN:  978-0961519766

Audience: 10 and up

Summary of Book:  Tear Soup is about a woman, Grandy, who has suffered a loss in her life.  To help process her grief the woman cooks up a batch of “tear soup” of which the ingredients are the emotions she has experienced. Along the way she dispenses a recipe of sound advice for people who are in mourning or know someone who has suffered a loss.  This story validates the reader grief experience.  The book ends with a nice summary of Grandy’s journey, “I’ve learned that grief, like a pot of soup, changes the longer it simmers and the more things you put into it. I’ve learned that sometimes people say unkind things, but they really don’t mean to hurt you…and most importantly, I’ve learned that there is something down deep within all of us ready to help us survive the things we think we can’t survive.”

Central Literary Elements:  Tear Soup is a modern day fable that is beautifully and poetically written.  This story book is about a woman who has suffered a loss and cooks up a special batch of “tear soup,” blending the ingredients of her life into the grief process.  Tear Soup has incredible insight into the grieving process and puts it into a simple metaphors that makes it understandable.  It also helps those going through it see that they are normal, and helps those trying to be there for the grieving person understand what their loved one is going through.  This story illustrates that it acceptable for every reader to absolutely do grief “their way.”  This book has rich illustrations and will generate topics of discussion for the reader.

Perspective on gender/race/culture/economics/abilities:  This book may be difficult for preschool children to understand the significance of all the metaphors.

Theological Conversation Partners:  John 14:18, Psalm 46:1, 2 Corinthians 1:3-4

Faith Talk Questions:

1. Where is God when you feel alone?
2. How long is the grief cycle? How do you cope?
3. What does metaphor of tear soup represent in your life?
4. What other types of loss do people deal with during the course of their lives?
5. Is there a difference between grieving the other losses and grieving a love one that has died?
6. What smells evoke memories of a loss? How do you manage this from day to day?

This review was written by Union Presbyterian Seminary student Tim Tate.

Son

Title:   Son

Author:  Lois Lowry

Illustrator:

Publisher:  Houghton Mifflin Books for Children

Publication Date:  October 2012

ISBN:  978-0547887203

Audience:  Ages 10 and up

Summary: Son begins in the same controlled community and at the same time as The Giver. Twelve-year old Claire has been assigned to the role of birthmother. This means that at about age fourteen she will be artificially inseminated and officially designated a Vessel.  Her baby will be called a Product and she will never see it, know its sex or its name.  Claire has discussed this with the other birthmothers in her dormitory so she has some idea of what to expect.  But the delivery does not go as planned; a C-section is required; Claire cannot have another child.  She is soon sent to work in the fish hatchery but not before she learns that she had a male child and his number is 36.  Working at the fish hatchery gives her the opportunity to visit her son, to play with him, to love him without ever being identified as his mother.  She learns that he is scheduled for release and then, that he has been kidnapped by Jonas and taken from the community. Claire makes her escape simultaneously by a river barge.  With a gap of time and memory, Claire is washed up on the shore of a village, bounded by the treacherous sea and an insurmountable cliff..  Here she remains for seven years, regaining her strength and her memory, and determining still to find her son. Lame Einar, one person who reached the top of the cliff, helps her prepare for the grueling climb out and warns her that at the top awaits Trademaster, who cut off Einar’s feet because he refused to make a trade.  An arduous, dangerous climb brings Claire to the top of the cliff where Trademaster awaits her.  To find her son, she must trade him her youth, and she does so with no hesitation. Then as an old woman she watches her son, Gabriel, grow. No one knows who she is until she is near death and tells her story to Jonas, the community leader who brought Gabriel there over 14 years ago.  Jonas knows the nature of Trademaster and sends Gabriel to confront him for Claire is near death.  Gabriel goes without weapons, with  only his gift, the ability to enter another person’s mind and emotion and understand how the other feels.

Literary elements at work in the story: While the novel begins in a dystopian community, it enters a wider world and becomes a struggle between good and evil, a timeless battle that transcends the genre.  Claire’s physical preparation for the trip and the climb up the cliff match the ordeals of any dystopian heroine.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  In the original community, giving birth is a low status role.  There is a consciousness of which jobs are prestigious. The village where Claire is washed ashore makes some distinction in gender roles.  It is a poor village, somewhat primitive, with no social classes..  Though the quartet is futuristic, beyond the first section of the novel, this could well be Europe in the dark ages. . In the village where Claire finds her son, outsiders are welcomed, handicaps are accepted.

Theological Conversation Partners: At least four themes run through this novel: the first is the power of  love and empathy; the second is the power and nature of evil; the third is individual gifts and their use in the community; and the fourth, the power of story and memory. There is a tendency to idealize Mother Love; Jesus has words to say about familial love that conflicts with the demands of his Kingdom. This story, however, is about parental love that will not let go. Evil is considered a force rather than a person.  Gabe’s realization that Evil will starve without the misery of its victims is reminiscent of Screwtape waiting to devour Wormwood. The weapons used to fight evil are a firm resolve not to kill, the ability to identify with and experience Evil.   Gifts are given for the benefit of the community and they disappear when no longer needed.

Faith Talk Questions:

1. Would this story work as well if a father were searching for his son?  Why or why not?
2. How does Claire’s community guarantee that mother’s will not bond with their infants?  Why is this desirable?
3. Claire is consumed by the desire to find her son; no sacrifice is too great.  Can the love of a parent for a child be selfish or unhealthy?
4. How many aspects of unselfish love are exhibited in the story?
5. Gabe has the gift of “veering.”  How does this enable him to know that he had a mother?
6. Why did Claire wait so long to tell her story to Jonas? What happens when she does?
7. What is Gabe’s first weapon in going to meet Trademaster?
8. How does Gabe’s gift of veering enable him to defeat Trademaster? What is the cost of this identification with Evil?
9. Trademaster is considered to be a force rather than a person.  Does this square with the biblical view of evil?
10.  In the Apostle’s Creed we say, “He descended into Hell.”  Think about Gabe’s experience of identifying with Trademaster.  What light does it shed on this phrase?

This review was written by regular contributor Virginia Thomas.

Messenger

Title:   Messenger

Author:  Lois Lowry

Illustrator:  None

Publisher:  Houghton Mifflin Books for Children

Publication Date:  Reissue September 2012

ISBN:  978-0547995670

Audience: 12 and up

Summary: Matty, a lively boy entering adolescence, lives with Seer, his blind guardian, in Village, once a welcoming and healing place for all. But this is beginning to change.  People are growing selfish; they want to close the village to any newcomers who, they say, have too many needs.  Seer and Leader suspect the baleful influence of the Trade Mart and Trademaster.  People are trading their inmost selves to get such things as a Gaming Machine or a better appearance.  When Village votes to close its gates, Seer knows that he must send for his daughter, Kira, who lives in another village and who is lame.  She had stayed there to use her gift with needle and thread to embroider a new life for the violent, cruel village in which she lived.  Matty, who hopes his real name will be Messenger, is sent to tell all nearby villages that Village gates are closing.  He goes first to Kira to bring her to her father.  Matty has discovered that he has the gift of healing and he offers to heal Kira before they start for Village, even though he knows how much vitality and strength this will take from him.  Kira refuses and they start back through Forest, only to find it has become hostile to them.  Branches stick them; vines entangle them; the stench makes breathing almost impossible.  Matty is called to use his gift in a costly, remarkable act of healing that restores Forest and Village and restores Kira to her father.

Literary elements at work in the story: The genre is dystopian fiction. The tension and danger of most such novels takes a slightly different form here. The gifts used in the story’s conclusion veer into fantasy or magic rather than dystopian fiction.  Evil is represented by a consumerism that encourages selfishness and that affects the natural world.  The trip through the forest that Matty and Kira make is vivid, frightening, horrifying.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? The reasons people of the Village give for closing their gates express racial and cultural prejudice and prejudice against those handicapped. Neither gender nor economics affect the story.

Theological Conversation Partners: Messenger opens up a number of topics for theological exploration: evil, suffering, ecology, responsibility, stewardship of gifts, identity, community. In the two previous  communities, an evil pattern of life was already established. Here Lowry telescopes the results of materialism, consumerism, selfishness into a rapid change in the entire character of Village. Is this an adequate concept of evil? Explore Genesis 2 and compare. Lowry and the Bible personalize evil.  Compare Trademaster with Satan or the devil.  Kira claims her lameness as part of her identity-“Who I am.” Does our faith encourage us to accept handicaps as identity, as something to keep?  When does my healing take from the community-a question that lurks in discussions of medical care today.   Biblical characters are given new names-Abraham, Jacob, Peter. Compare this with the names given in Village. Matty is reminded to use his gift carefully, not to squander it.  This is in contrast to the story Jesus told about the Master who demanded that his servants invest their gold coins. (Luke 19: 11-27, Matt. 25:14-30)  Both ideas could be included in the stewardship of gifts.

Faith Talk Questions:

1. Villagers give reasons for wanting to close their gates to newcomers.  What are these and are they used when we discuss immigration today.
2. When Matty arrived at Village he lied, stole, and avoided responsibility.  What made him change?
3. Why did Kira refuse healing.  What did she mean by, “This is who I am?” Was she right?
4. Leader tells Matty about using his gift: “Wait for the true need, Matty,. Don’t spend the gift.”  How does he recognize the need?
5. Names were given to indicate the true nature of the person.  What would your name be?
6. Can you think of times when you can trade your true self for something you want-popularity? Good looks? Success in sports or grades? Other?
7. Selfishness affects the natural world, making Forest hostile.  What is the connection between selfishness and global warming, for example?
8. Do you think the author gives an accurate picture of the Village before Trademaster comes?
9. How can a community protect itself from influences the cause us to be selfish, cruel, dishonest?
10.  In Christian theology is selfishness the root of all other sins? What other sins mar us and our world?

This review was written by regular contributor Virginia Thomas