Light in the Darkness

Title:  Light in the Darkness

Author:  Lesa Cline-Ransome

Illustrator: James E. Ransome

Publisher: Disney Jump At The Sun Books

Publication Date: 2013

ISBN: 9781423134954

Audience: 5-8 years

Summary: Rosa’s mama wakens her in darkness and they slip out of the cabin quietly.  They are going to school, a pit school, a hole in the ground concealed by leaves and branches.  They are slaves, forbidden to read by their masters.  One girl who learned to read was whipped, a lash for each letter. Morris, the teacher, was taught by his mistress to read the Bible long ago and he has shared this knowledge with those brave enough to risk the danger. The pit is crowded with adults and children, all shaping letters with sticks and making their sounds. They don’t talk about the letters at work on the plantation.  One night patrollers come near the pit so school doesn’t meet for a while.  Two slaves are caught on another plantation and beaten and this nearly ends the school.  But Rosa won’t quit.  She wants the letters to make words.  Now she is the one to awaken her mother and insist they go to school.  At first they are the only two with the courage to come back; soon others return.  Rosa learns to spell her name then helps a new arrival learn letters.   “When we’re free,” says her mama, “We’re gonna need those letters.”

Literary elements at work in the story: The voice of the narrator is a young slave, possibly six or seven.  There is some attempt to use dialect-gonna, ain’t, alf-i-bet-but this slice of life is told primarily in a simple, almost poetic voice.  The illustrations convey darkness, points of light, confined spaces, fear.  The play of light on the faces of the learners is especially effective.  The author learned about pit schools when researching the life of Frederick Douglass.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Race dominates this story of slaves who are an economic resource to be used and controlled.

Theological Conversation Partners: This story is a good reminder of the wonder of reading and the value of education.  Pit schools are a historical fact that we do well to remember and they give additional weight to the evils of slavery and the tenacity of the human spirit.  Although historically churches have established schools wherever they go because, like Morris’s mistress, they want everyone to be able to read the Bible, the United States in the days of slavery proved the exception to the rule.  Literacy is surprisingly low in many countries still.  The Presbyterian Church (USA) Mission Year Book gives literacy percentages for foreign countries that are frequently sobering. (Ethiopia, 42.7 %, 2012)  The book offers occasion to give thanks for the courage of slaves, for differences now in law and culture, for the wonder of books and reading, for teachers, and to ponder the connection between freedom and literacy.   Jesus says, “I am the light of the world.” Psalm 36 reminds us, “In Your light we see light.” Light is a significant symbol for Christians.

Faith Talk Questions:

1. Examine a page of a book and try to imagine that you cannot read it.  What are some things you cannot do if you cannot read?
2. Why would slave owners forbid reading to their slaves?
3. Slave owners said that slaves didn’t want to read and weren’t smart enough to learn.  What evidence in this book do you see that this is false.
4. Why would the slaves need reading when they were free?
5. What tools did the slaves have for learning to read?
6. What was the light in the darkness of slavery to which the title refers.
7. Jesus said, “I am the light of the world.” What does light represent? What would the world be like without light.
8. When the Christians follow Jesus faithfully they always establish schools.  Why?
9. Everyone is required to go to school in the United States.  Is this true everywhere?  Find out about schools today in other countries.
10. Give thanks for your teacher by name.

This review was written by regular contributor Virginia Thomas.

Nasreddine

Title: Nasreddine

Author: Odile Weulersse

Illustrator: Rebecca Dautremer

Publisher:  Eerdmans Books for Young Readers

ISBN:  9780802854162

Audience:  Ages 4-9

Summary:  When Mustafa needs to take a load of dates to the market, his young son Nasreddine willingly agrees to help.  Together they tie the load on the donkey, Mustafa climbs on, and Nasreddine follows along behind.  A grand vizier they meet along the road makes fun of a man who would be lazy enough to ride while his son walks, and young Nasreddine is full of shame.  The next week the little boy schemes to ride the donkey when they take wool to the weavers, but a new set of critics passes judgment on children who do not respect their elders.  Trip after trip finds Nasreddine responding to those who criticize him and his father: father and son ride the donkey with a huge basket full of chickens, both of them run behind the donkey loaded with watermelons, and, eventually, Nasreddine proposes that they carry the donkey to avoid censure. The usually calm Mustafa finally puts his foot down and helps his son decide the wisest course.

Literary elements at work in the story:  An historical note at the back of the book tells us that Nasreddine stories are told throughout the Middle East.  This book has the flavor of a folk tale, with its simple, plot-driven narrative and archetypal characters.  Dautremer’s lovely illustrations help flesh out the personalities of the patient, gentle father and the embarrassed, insecure son.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  The story is set in an unnamed Middle Eastern village at an indeterminate time.  While the two main characters, Nasreddine and Mustafa, are male, secondary characters are old and young, male and female, rich and not-so-rich.  The main perspective here centers on the insecurity of a child contrasted with the wisdom of his parent.  Rather than skewering Nasreddine’s lack of confidence, however, Mustafa patiently allows his son to accumulate enough experience to be able to make a wise choice on his own.

Theological Conversation Partners:  This story would work well with the scriptural references to persecution (e.g., John 15:19-21; 2 Corinthians 12:10; and the Beatitudes, Matthew 5:10-12).  Nasreddine is wounded to the quick each time someone disapproves of him, while Mustafa serves as a calm deflector of criticism.  Nasreddine would also do well to remember Paul’s admonition to the Romans (12:2) “And do not be conformed to this world, but be transformed by the renewing of your mind, so that you may prove what the will of God is, that which is good and acceptable and perfect.”  Finally, Nasreddine might serve as a good way of talking about how God walks with us (just as Mustafa walked with Nasreddine) no matter how many mistakes we make, guiding us, protecting us, and giving us behavioral models to help us grow into wisdom.

Faith Talk Questions:

1. Why do you think that people criticized Nasreddine in this story?
2. How did their criticism make Nasreddine feel?
3. If you have ever been criticized for something you did, how did you feel about it?
4. Talk about a time when you did something you knew was right, even though other people made fun of you.
5. What do you think that Nasreddine will do the next time he and Mustafa have to take something to market?

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

Bad Apple: A Tale of Friendship

Title:  Bad Apple: A Tale of Friendship

Author:  Edward Hemmingway

Publisher:  Putnam Juvenile (2012)

Audience:  Ages 3-5

Summary:  This picture book tells the story of an apple named Mac.  Mac was a good apple doing things and associating with those that a good apple would.  However, one day during an afternoon sleep during a rain shower Mac awoke to find that he was not alone.  A worm named Will had attached himself to Mac.  Mac, being a good apple, befriended Will, but this friendship would lead the other apples to cast Mac off as  a bad apple.  Through his journey, Mac realizes what true friendship is.

Literary elements at work in the story:  The story is told in third person.  Through the telling of Mac’s story in the third person, one is faced with tough questions and may even have old wounds reopened.  One may even find him/herself starring into a mirror from several points of views: (1) as the other apples who picked on Mac for befriending Will, (2) as Mac and/or Will who were the recipients of ridicule, and (3) as Mac who was courageous enough to befriend Will regardless of what the other apples thought.

The illustrations support the story well.  The pictures are very detailed and colorful adding to the ease of following the story.  Though the story could be told effectively without the pictures, I still find the pictures a necessity to the hearing of the story via the visual cues the pictures establish.

How does the book present gender, race, culture, economic status, abilities/disabilities, age, etc. in the story:  Through the art of using apples to represent the characters the book does a wonderful job of establishing inclusivity.  It crosses all ages, genders, races, economic status, etc.  The book speaks volume to issues that divide us like color, economic status, education, disabilities, etc.  It challenges us not to define friendship by our differences but rather by the character of the person.  It also pushes us to be courageous by foregoing acceptance by our on community by daring to be a friend to those who our immediate community has cast off.

Theological Conversation Partners:  The Gospel of our Lord and Savior Jesus Christ lives in this story of friendship.  As we encounter Mac’s story and his willingness to be cast off by his community for friendship with one deemed unworthy we encounter Jesus’ story.  We encounter Mary Magdalene, we encounter Zacharias, we encounter the women at the well, we encounter Jesus, we encounter the Gospel!

Faith Talk Questions:

1. Can you recall a time when someone was unwilling to be your friend because others picked on that person for doing so?
2. How did it make you feel?
3. Can you recall a time when you were willing to be someone’s friend when others were not?  Why?
4. What does it mean to be a friend?
5. How has Jesus fulfilled your definition?
6. Share the story of Zacharias.  Why do you believe Jesus was willing to befriend Zacharias.
7. Why did this have such a profound effect on Zacharias.
8. Think about your best friend.  Do you see the Gospel in this friendship?  Why?

This review was written by Union Presbyterian Seminary student Lorenzo Small.

Am I Making God Smile?

Name of Book:  Am I Making God Smile?

Author:  Jeannie St. John Taylor

Illustrator:  Jeannie St. John Taylor

Publisher:  Kregel Kidzone

ISBN: 9780825437250

Audience:  Ages 4-8

Summary: Nothing is going right for Erik.  His breakfast milk is spoiled; he loses his perfectly polished rock for show-and-tell; and he has to be partners with the class dork, Chuck, for a class project.  But instead of getting mad, Erik learns how to make bad things good by keeping a good attitude and being kind to others.  He knows that his positive response to each difficult circumstance makes God smile.

Literary elements at work in the story (Genre/setting/characterization/plot/theme/point of view/style): The brightly colored quirky illustrations invite children to want to read this book.  Written from little Erik’s point of view, the reader can get inside his head and understand his thoughts and feelings throughout his day.  The reader can relate to the conflicts that this boy faces and can appreciate the good, even though difficult, decisions he makes along the way.

Theological conversation partners: Through the innocence of a child, the author demonstrates how God can permeate our lives, so everything we say and do can be done with intention to bring joy to God and others.  The book is about seeing the blessings in all of life’s situations.  What brings joy to God brings joy to the boy as he seeks to make God smile in everything he does.  The author concludes the book with a note for parents and references Zephaniah 3:17b, “He will rejoice over you with great gladness.  With his love, he calm all your fears.”

Faith Talk Questions

1. Think about a time when something didn’t go your way, maybe your breakfast milk was spoiled or you lost your favorite stone.  What happened and how did it make you feel?  How could you have handled the situation to make God smile?  If you didn’t handle the situation in this way, then know that God does forgive you and helps you learn from your mistakes.
2. God wants to be a part of our everyday lives.  God delights in every good decision we make, and loves us even when we stumble.  Make a list of things that delight God.

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

hello! hello!

Title: hello! hello!

Author: Matthew Cordell

Illustrator: Matthew Cordell

Publisher: Hyperion Books

ISBN: 9781423159063

Audience: Ages 2-6

Summary: Young Lydia is completely surrounded by electronic devices as this story opens.  One by one, though, her hand-held game, computer, telephone, and television fail.  Her family members are too busy with their own electronics to even look up as they perfunctorily answer her “Hello’s.”  Drawn outside by a colorful leaf, Lydia discovers the beautiful full-color world, and she says “hello” to them all – leaf, flower, bug, horse, buffalo, gorilla, blue whale, tyrannosaurus rex, and on and on.  Eventually, Lydia convinces her family to put down their plugged-in devices and join her in the marvelous world.

Literary elements at work in the story: This story consists of seventy-four words, forty-five of which are “Hello.”  Cordell’s watercolor and ink illustrations speak volumes, however, and rarely are such exuberance and joy to be found in a children’s book.  The setting of the natural world actually serves as a protagonist, transforming Lydia and, in time, her family.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Lydia has a mother, father, and a younger brother, but the cartoon drawings of these relatives and their electronics appear on stark two-page spreads, showing only the distance between them and Lydia.  The abundance of electronics probably points to a middle-class family.

Theological Conversation Partners: Joy in God’s created world and our place in it is the most obvious conversation partner in hello! hello!  Genesis 1:20-25 is practically reenacted in front of the reader’s eyes.  As Lydia greets leaf, bug, and flower, she grows visibly happier, culminating in the overwhelming joy of “Hello, world!”  The even deeper joy of two-way conversation comes when Horse responds by calling Lydia’s name.  Here one is reminded of God’s intimate knowledge of each of us.  The Lord tells Jeremiah, “Before I formed you in the womb I knew you, before you were born I set you apart…” (Jeremiah 1:4)  We also claim that gift of being a chosen child of God during the sacrament of baptism.

Faith Talk Questions:

1. Why do you think that Lydia’s family didn’t talk much to her in the beginning of the book?
2. Look at the page where Lydia says “Hello” to her mom.  Now look at the page where Lydia says “Hello” to the world. What are some of the differences you see?
3. Why do you think that Lydia is so happy when she is with all the flowers and animals?
4. How do you feel when you see all the things God has made in the world?
5. Horse knew Lydia’s name and said, “Hello, Lydia.”  God knows your name, too!  Imagine what it might be like to hear God say, “Hello!” to you.

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

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.

 

 

Mouse Tales, Things Hoped For

Title:  Mouse Tales, Things Hoped For

Author: Ruth L. Boling

Illustrator:  Tracey Dahle Carrier

Publisher:  Westminster John Knox

ISBN:  13-978-0-664-22705-0

Audience:  4-6 years

Summary:  This book is broken into 14 chapters to be used as curriculum during Advent, Christmas, Epiphany, and into a few weeks of Ordinary Time.  Each chapter is very topical and revolves around the lives and characters of The Church of The Least of These, with all the characters being church mice.  Each chapter is brilliantly written to portray the personalities of the church members and the interactions between them.  There are examples of jealousy, power-struggles, aged, newborns, sick and healthy.  The underlying characteristic of all the characters is one of love and interest in working together for the common good.  The book is clever in style and reformed in theology.  This book is an excellent resource.

Literary elements at work in the story:  This story is in a narrative form and tells a story of The Church of the Least of These.  The book begins as a pictorial directory of the church, showing a group photo of all the members, followed by individual pictures and a short biography of the twelve main characters.  The story begins on the first Sunday of Advent and is a serial, continuing in character and plot from chapter to chapter, or from week to week.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  The book is all inclusive, showing different shades of color, gender, economic status and church mice from different societal points of view.  The book is written in a manner that one never thinks of the differences in gender, race, culture or economics as the stories unfold.   The underlying theme of the entire book is God’s promises for “the least of these” from Jeremiah, Luke and Matthew.

Theological Conversation Partners:    As we participate in this book, we are shown how the beautifully illustrated mice live in community, both within and outside the church.  The love and concern displayed for all the characters comes through the story over and over – while displaying the diversity and variety of personalities.  Our communities and our communities of faith are displayed beautifully in these stories that take us through the beginning of the Church calendar for 14 weeks.

Faith Talk Questions:

1. What is the importance of the Clothing Exchange mentioned in the first chapter of the book?
2. Why is it important to Max that Papa Jordan light the Advent candle successfully?
3. What emotions are displayed when Rose Noel falls on the ice and fractures her ankle?
4. What emotions are displayed when Ernest admitted throwing the rocks and causing Rose Noel to fall on the ice?
5. Amber is new to the church family – describe her personality traits and characteristics throughout the book.
6. Discuss the importance of Amber refusing to participate in the play reading the Beatitudes.

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

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.

Don’t Let the Pigeon Drive the Bus!

Title:  Don’t Let the Pigeon Drive the Bus

Author: Mo Willems

Illustrator: Mo Willems

Publisher: Hyperion Books for Children

Publication date: 2003

ISBN number: 978-078681988-1

Audience:  Ages 2 – 6

Summary of book:    The bus driver has left the reader in charge to make sure that the Pigeon doesn’t drive the bus.  No matter what excuses the pigeon comes up with, it is our job to tell the Pigeon, “No!”  When the Pigeon’s plan is foiled he comes up with a new dream, driving an 18 wheeler.

Central literary elements at work in the book (genre, characters, plot, language, illustrations, dialogue, repetitions, etc.):  The pigeon is a simple character that engages the kids.  The reader response in this book is a beautiful thing.  Kids can’t help, but yelling, “No” at the pigeon. Mo Willems creative illustrations and use of dialogue makes use of the entire book from the front inside cover to the back inside cover.  Be sure to start at the very beginning and go to the very end.

How the book presents gender, race, culture, economic status, abilities/disabilities, age, etc.: The bus driver is the only human character.  He is a middle age, Caucasian male.

Theological Conversation Partners: The Ten Commandments, and the Two Greatest Commandments, Golden Rule

Faith Talk Questions:

1. Why shouldn’t we let the Pigeon drive the bus?
2. Are there things we should or shouldn’t do?  Why do those rules exist?
3. What are some of the rules given to us by God?
4. Why should we try to follow those rules?

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