Name of Book:

Author:  Chris Smith

Publisher:  Barefoot Books;

ISBN: 978-1846860423

Audience:  Ages 6-adult

Summary: Two brothers farm together. Years go by and the elder brother marries while the other does not. When hard times come, the elder brother thinks of his younger brother all alone. So under cover of night, he secretly delivers a bundle of wheat to his barn. That same night the younger brother thinks of his older brother and his family, and secretly delivers wheat to his barn. This happens several times until one night they meet half way between their barns. They hug and without speaking, each understood why they were there. Legend says that the spot where the brothers met  became the site of the temple of Jerusalem.

Literary elements at work in the story: Using an anonymous narrator, the story reads as if being told which makes it a great choice for using with a group.

How do the perspective on gender/race/culture/economics/ability make a difference to the story: This legend is sacred to Jews and Arabs alike and this telling stays true to both cultures. The folk-style artwork adds an air of peace and hope which will resonate with children and adults alike.

Scripture:  James 1: 22-25

Theology: “Do not merely listen to the word, and so deceive yourselves. Do what it says.”  The two brothers in the story know what James is taking about. They live their life according to the Word. They live with love and think more of the others than themselves. This is not always easy. However it is the only way to live if we have any hope of living as God would have us live. In the end, you may not build a sacred city, but you will build sacred souls.

Faith Talk Questions:

1. What would you have said to the two brothers who came before Solomon? They both had good reasons for being given their fathers land.
2. Have you ever had a dispute or argument with someone?
3. How did you resolve it?
4. James tells his listeners to do what the word says. What word is he talking about?
5. How do you think God wants us to resolve our differences?
6. If you don’t know what God wants, where would you go to find out?
7. (If they say the Bible, randomly open the Bible and read a passage and ask them if that helped.) How do we know where in the Bible to find the Word James is talking about?

Review prepared by regular contributor Janet Lloyd.

Title:

Author: Donna Freitas

Publisher: Farrar Straus Giroux

ISBN: 9780374314729

Audience: Grade 7 and up

Summary: Life for Olivia Peters is perfect.  A senior at Sacred Heart High School, she has won first prize in an important literary contest, a prize that guarantees her a place in the summer class taught by Father Mark Brenden and revision of her entry under his guidance. Father Mark is a noted and successful author, a charismatic figure, and ( if Catholics had idols) her idol.  Olivia is also beginning her first high school romance with Jamie, a college freshman at Holy Mary University where the class will be held. Olivia is firmly grounded in the Catholic Church: Catholic school, pastoral care from Catholic priests when her father abandoned the family; a mother and sister who take faith seriously.  So when Father Mark’s attentions become personal, his demands on her time more persistent, she feels uncomfortable but keeps reminding herself to be grateful for this opportunity, to remember that he is a priest vowed to chastity.   He insists that she read his short story, “This Gorgeous Game,” paralleling his feelings for her with Thomas Merton’s for “M.” (Merton was a well known author and Trappist monk who fell in love at age 50 with “M”)  Olivia feels trapped.  Essentially Father Mark is stalking her, yet if she complains who will believe her?  If she reveals his story, what will she be doing to her church?  Olivia blames God for this painful situation. Then she draws on the support of friends, family, and Sister June, her high school principal, to confront her problem courageously.

Literary elements at work in the story: “This Gorgeous Game” is the phrase Merton used to describe his flirtation with his young nurse, “M.”  Quotations from Merton’s Journal and his poetry are scattered throughout the book so obviously his history has helped to shape this story.   This is a first person narrative, told in the present tense in the voice of an increasingly troubled teen ager. Much of the story takes place in her rather innocent and immature mind. Nothing “happens” sexually but the author creates a sense of violation and danger as Father Mark’s demands more of Olivia’s time and interest.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? The book is peopled by distinct, believable characters: Olivia’s creative, loving mother; Sister June, a wise and discerning principal; Jamie, a witty, understanding first boyfriend; and Father Mark, himself.  Neither economics or race enter the picture (one of Olivia’s friends may be African-American)  Gender is an issue because male priests have unique positions of power in the Catholic hierarchy.

Theological Conversation Partners: This Gorgeous Game is told from a Catholic perspective and a number of ideas require explanation- the place of priests, of confession and absolution-and the explanation is clear and simple.  It raises a number of nondenominational questions; What is the responsibility of the church when one of its leaders fails? What is our responsibility to one another when one member of the Body is wounded?  How we do understand such failures and how can we see God at work in them?  Galatians 6:1-5 Ministers in Protestant churches do not occupy the same position as priests in the Roman Catholic Church yet the church does require certain standards for its ministers.  It could be profitable to talk about what good leadership is in the church.  Where are our expectations unreasonable and where not high enough? Are young people familiar with the vows ministers take when they are ordained and/or installed in their churches?

Faith Talk Questions:

1. Describe Olivia’s feelings when she first meets Father Mark.
2. At the end of Section I she offers a prayer of thanks to God for sending Father Mark into her life. Are there indications that her sense of joy and well being will be threatened? Why has she not recognized this?
3. If Olivia had confronted her fear sooner would the story have been different? Why is it so difficult for her to name Father Mark’s infatuation?
4. “No one should bear the burden of our humanity alone”, says Sister June when she talks with Olivia in the chapel.  What does she mean by “burden of our humanity?”
5. Olivia says that this predicament is God’s fault so she cannot pray. Sister June can.  Do you think her prayer is answered?  Why?
6. Olivia finds her way through writing her own version of “This Gorgeous Game.” How does she see God in this resolution?
7. Olivia seems to make a distinction between relying on God and relying on friends like Sister June and Jamie.  Is there a distinction?

This is the third review in our series on Teens and Faith.  Next week, Marcelo in the Real World will be reviewed.

Transfiguration Sunday

Year B: February 19, 2012

First Reading: 2 Kings 2:1-12

Virgie Goes to School with Us Boys by Elizabeth Fitzgerald Howard (Written for ages 5-9)

Comment:  “As the Lord lives, and as you yourself live, I will not leave you.” In his commentary, WM. Loyd Allen references Elisha’s persistence as one of “two faithful responses to the crises of the in-between times… [when you] can see the end of one path and cannot see the beginning of another.” (Feasting on the Word, Year B, Volume 1, p 436) Virgie is growing up in the times following the civil war. She is persistent in her desire to accompany her brothers to school. After months of asking, she is finally allowed to journey with her brothers. Like Elisha, Virgie isn’t entirely sure of what lies ahead. As Elisha will take on Elijah’s prophetic role, at the close of Howard’s book, we learn that Virgie will take on the role of teacher to share her learning of what it is to be free with her mama and papa.

Second Reading: 2 Corinthians 4:3-6

Eleanor, Quiet No More: The Life of Eleanor Roosevelt by Doreen Rappaport (Written for ages 5-9)

Comment: In this text, Paul is defending his knowledge of God. Ronald Allen explains Paul’s vision of reality as “a ‘holy discomfort’ with the present status of the world” and suggests that the preacher use this text to reflect theologically with his or her congregation to “identify those forces in the world…with which it should have holy discomfort and those that it can commend.” (Feasting on the Word, Year B, Volume 1, pp 449-450) Eleanor Roosevelt lived a life that reflected an understanding of holy discomfort and was an advocate for those who suffered from oppressive conditions. Rappaport’s book is filled with quotes and stories of the actions Roosevelt took to help make the world a better place for others. She was indeed a force to be commended!

Gospel Reading: Mark 9:2-9

Goose by Molly Bang (Written for ages 4-8)

Comment: In the story of the Transfiguration, Peter, James, and John have a mountaintop experience, both terrifying and informative. It is in this moment when they hear God’s voice proclaiming Jesus as beloved son. Goose, adopted at birth by a woodchuck family, struggles with her own identity. She leaves the comfort of her home to discover who she is. Goose also has a terrifying, yet informative mountaintop experience. As she is falling from the cliff, she discovers she can fly. Like the disciples, Goose’s trip to the mountain informed her journey into the life set before her. Her experience eventually leads her home, surprised to discover who she is and what she can accomplish.

The Lectionary Links post this week was written by regular contributor Noell Rathbun and Union Presbyterian Seminary student Rachel Mastin.

Name of Book: 

Author:  Nikki Grimes

Illustrator:  Paul Morin

Publisher:  Eerdmans Books for Young Readers

ISBN:  978-0802851048

Audience:  Ages 4 – 8.   This book, while categorized as a children’s picture book, is not at all juvenile in its language or illustrations. It would thus make an excellent addition to any youth or adult study of the creation story.

Summary:  At Break of Day is a beautiful retelling of Genesis 1-2. From the very beginning, father and son delight in the creation of the earth and all that is upon it. From the chaos of the darkness, to the gentle beauty of human love, father and son create a world that is both mysterious and sacred.

Literary elements at work in the story:  This picture book’s strength is derived from the artful combination of gentle, lilting prose and the beautifully textured and rich illustrations. Rather than relying on simple rhymes in this children’s book, Grimes makes great use of alliteration and gently rhythmic language. The result is a text that is both graceful and, at times, percussive. Additionally, Grimes weaves into the traditional creation story a playful and loving relationship between father and son, thus combining the imagery of Genesis 1 and John 1. Finally, the illustrations work beautifully with the text to conjure complex and earthy pictures of the creation; nearly all of the pictures are deeply textured and beg to be touched. The exception to this is the illustration of Adam and Eve, which mixes shadow and light and points to the spiritual nature of humanity.

Perspective on gender/race/culture/economics/ability: This picture book uses traditional language for the father-son relationship within the trinity. This relationship is depicted as loving, playful, and creative. When Adam and Eve are created, they are created together and for one another, in an artful blend of both Genesis accounts.

Theological Conversation Partners:Genesis 1-2; Proverbs 8:22-31; John 1:1-4

Faith Talk Questions:

1. Ask the students to consider some of the varied feelings they experience when they create something.
2. When we create, we often want to share. Whether we bring a painting home to be hung on the refrigerator, or we are asked to display a sculpture in the fanciest museum, we delight in sharing our creative efforts with others. How do the father and son share in the creative process of making light, sky, earth, and growing things? How do the father and son share their creation even further?
3. Compare this picture book with the Genesis 1 and 2 accounts of creation. What are the similarities? What are the differences? Do you think these similarities or differences are important?
4. The illustrator creates pictures for this book that are very colorful and full of texture. For Adam and Eve, however, the pictures are different. Why do you think Adam and Eve are different from the other parts of creation?

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

Sixth Sunday after Epiphany

Year B: February 12, 2012

First Reading: 2 Kings 5:1-14

Miro in the Kingdom of the Sun by Jane Kurtz (Written for ages 5-9)

Comment: Naaman is a powerful and mighty man who would do anything to be healed.  It’s interesting to see that his healing takes place because of the actions of those typically viewed as neither powerful nor mighty. Ultimately, Naaman is healed because he trusts his servants and listens to their advice. Miro in the Kingdom of the Sun is also the story of healing waters for one who holds status of power and wealth.  Ultimately, the prince is healed because his father trusts Miro, a little girl from the country, and accepts the gift she shares. Both stories are examples of how God’s work is often accomplished through those whom society deems as powerless.

Second Reading: 1 Corinthians 9:24-27

The Tortoise and the Hare by Aesop (Written for ages 4-8)

Comment: When thinking about exploring this text with children, I’m drawn to Eugene Peterson’s interpretation of verses 26 and 27 in The Message: “I don’t know about you, but I’m running hard for the finish line. I’m giving it everything I’ve got. No sloppy living for me! I’m staying alert and in top condition. I’m not going to get caught napping, telling everyone else all about it and then missing out myself.” This instantly brings to mind the braggart Hare, quick to boast about his race-running abilities. Though he is a skilled runner, he lacks discipline and diligence, is caught napping and fails to win the race. He thought it would be easy, but the process of winning a race is no easy task, even for a hare. Likewise, living the Christian life is no easy task for we in the church. According to V. Bruce Rigdon, “that is why Paul suggests that we must stay in shape, work hard at our tasks, and keep our eyes on the ultimate goal.” (Feasting on the Word, Year B, Volume 1, p 354.” May we, like the tortoise, seek to stay on the path, even if the running is slow.

Mark 1: 40-45

Vive La Paris by Esme Raji Codell  (Written for ages 9-12)

Comment: “I do choose. Be made clean!” Although it is hard to stand up for what is right, as followers of Christ, we are called to make choices. Paris is a fifth grader learning about choices from her family, friends, and teachers.   This books covers a number of difficult topics, including bullying, the holocaust, and racism. Through her learning,  Paris discovers what it means to seek justice in an often unjust world. As the story ends, she makes a choice to help others. “I thought about a man at a pulpit preaching things I only half understand, things I want to understand so, so much, things that I will only begin to understand if Louis takes this money… I put on my rose-colored glasses once more, though nobody could see them. I put them on my heart.” (Chapter 24) Through the lens of the rose-colored glasses, Paris seeks to choose justice. We too, have choices to make, with Christ as our lens.

This Lectionary Links post was written by regular contributor Noell Rathbun-Cook and Union Presbyterian Seminary student Rachel Mastin.

Title:

Author: Gene Luen Yang

Illustrator: Color by Lark Pien

Publisher: First Second

ISBN: 1596431520; 240 pages

Audience: Ages 12 and up

Summary: American Born Chinese tells three separate stories: The Monkey King, of Chinese legend, wants to be accepted in the Heavenly Council as a deity; Jin Wang, an American born Chinese boy, wants to be accepted by his peers in junior high as American; Danny, an all American blond, wants to be free of his embarrassing Chinese cousin, Chin Kee, whose yearly visit alienates Danny’s friends forcing him to move to a new school each year.  The Monkey King is refused entry to the dinner party of the gods because he wears no shoes and is a monkey. He demolishes the banquet hall and most of the guests, then returns to his kingdom to master the additional disciplines of Kung Fu and ward off any punishment.  He is no match, however for Tze-Yo-Tzun, the creator of the universe. Jin Wang enters a new school and spends the first half of the year without any friends until Wei Chen, a newcomer from Taiwan joins his class. With Wei Chen’s help he gets a date with Amelia and curls his thick black hair so that he’ll look more American. Chin Kee arrives, ruins Danny’s beginning romance with Melanie, and insists on accompanying him to school. Chin Kee’s actions confirm every prejudice about  Asians. Unbelievably, the Monkey King, Jin Wang, Wei Chen, and Danny become part of one story in which nothing is quite as it seems.

Literary elements at work in the story: This is a graphic novel that relies on pictures more than words.  But don’t underestimate this method of telling a story.  A picture of solitary Jin on the playground conveys loneliness more than any words.  The visual is critical in the Monkey King’s encounter with Tze-Yo-Tzun. Jin tells his story in first person. The Monkey King is a popular, well known fable in Asia with some modification in this book.  Tze-Yo-Tzun is possibly a historical philosopher and poet but his words come close to our concept of God.  This is a charming, complex, satisfying, story with humorous situations that any adolescent will recognize. It was a 2006 National Book Award finalist and the 2007 Michael L. Printz Award winner for excellent in young adult literature.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Racial prejudice plays a significant part in this story.  Caucasian young people accept and declare inaccurate facts about Asians.  Chin Kee represents prejudices Caucasians have against Asians.

The Asian characters themselves are all academically gifted.

Theological Conversation Partners:  A central theme of this book is self-acceptance and the implication is that you have been created this way. An old woman tells Jin that he can become anything he wants if he will give up his soul. Psalm 139 is quoted extensively by Tze-Yo-Tzun when he is chiding the Monkey King for his refusal to be a monkey.  When the monk who will lead the Monkey King to humility explains why he serves it sounds very much like, “We love because he first loved us.” The completion of the Monkey King’s test of virtue leads him to a manger, a new born babe, and his parents.

Faith Talk Questions:

1. Do you know any Asian young people in your school?  Are they accepted as who they are?
2. What do the Monkey King, Jin, and Danny have in common?
3. Psalm 139 is quoted by Tze-Yo-Tzun to remind the Monkey King that he was created in love to be a monkey.  Is this a good use of the psalm?
4. Do you see any problem with the idea that God created us to be who we are?  How does this tie in with Christ’s call to make us something more or being a new creation in Christ?
5. The old woman tells Jin that he can be whatever he wants in exchange for his soul.  What does this mean?
6. Why is a manger scene included in the Monkey King’s path to virtue?
7. How does Jin help Wei Chen regain his identity?
8. Transformers play a part in both Jin and Wei’s lives.  In what way are they a good symbol for this story?

This is the second review in our series on Teens and Faith.  Next week, This Gorgeous Game will be reviewed.

Name of Book:

Author: Nancy Tillman

Illustrator: Nancy Tillman

Publisher:  Feiwell and Friends

ISBN: 978-1-250-00292-1

Audience: Ages 1 – Grade 2

Summary:  This books uplifting message to children is that when they are born, they are unique and wonderfully celebrated. The world has never known anyone like them, and never will because everyone is distinctively themselves. As the news of the birth travels the world creatures everywhere join the celebration. The moon appears on every page as a comforting reassurance of the text. This book allows parents to tell their children how special they are.

Literary elements at work in the story:  In this third person point of view picture storybook there is an interactive element with the moon asking the reader to participate with tasks. Words are intertwined within the illustrations. The rhyming text appears on white pages opposite the illustrated page. The illustrations are done through collages. Symbolism throughout the illustrations reflects the text of the story.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  This is a story that could be used by anyone to convey the message of: You are loved. By using basic illustrations done in mixed-media compositions this story crosses economic and cultural boundaries to explain the main topic. The use of both rhyming text and rich colorful images can capture the imagination of younger children who can relate to the illustrations of animals celebrating the birth of a child.

Scripture:  Psalm 139:13-14 ; Jesus’ Birth Story

Theology:  The author quotes Psalm 139 as the core message for this book. You are fearfully and wonderfully made is repeated throughout the pages in various ways. When reading the first page of the story the birth of Jesus is also a significant image that comes to mind. “On the night you were born… Life will never be the same. Because there had never been anyone like you… ever in the world. “This is true of Jesus and could be used to illustrate this point to children.  The name was “told throughout the world until everyone heard it and everyone knew of the one and only ever you.” This is what Christians today are still doing to let everyone in the world know the name of Christ.

The book concludes with the “For never before in a story… has the world ever known a you and it never will…”   This could also be seen as describing Jesus.

Faith Talk Questions:

1. When Jesus was born in Bethlehem, what were some of the signs for people to recognize?  Do you see any signs like that in this story?
2. Why do the animals celebrate?
3. What was the celebration like when Jesus was born?
4. Is there anything for which you would travel that far?   What is it?
5. The main part of the story is to let you know that you are special and loved.  The moon whispers this over and over.  To whom would you tell this in your life?

This review was prepared by Union Presbyterian Seminary student Cyndi Beerbower.

For the next six weeks, on Monday, we will be running a series of reviews that deal with teenagers whose faith or faith questions are an important part of the story.  One of these books has been around almost 50 years; another was published just this fall.  They deal with different situations-autism, immigrant assimilation, abuse of leadership, racism, abuse of trust-but faith is a central theme in all of them. For the next four weeks,  full reviews of books with suggested questions will be offered, followed by two weeks of shorter reviews to whet your interest in reading more.  We envision that these books could be used in confirmation classes, as supplements to a youth program, or as suggestions to offer young people you know.

All of the reviews are written by Virginia Thomas, author of Children’s Literature for All God’s Children, and a frequent contributor to our blog.

Ann Knox, Director of the Instructional Resource Center, William Smith Morton Library, Union Presbyterian Seminary

Title:  The Bronze Bow

Author: Elizabeth George Speare

Illustrator:

Publisher: Houghton Mifflin Co.

ISBN: 0395137195 (Paperback);  254 pages

Audience: Ages 10 and up

Summary: As a young boy Daniel bar Jamin had seen his father and uncle crucified by Romans; he lived to get revenge, to drive the hated Romans from Palestine.  Apprenticed to a blacksmith, he had escaped the cruel master and had run to the hills outside the village of Ketzah.  There, Rosh, the leader of a band of Zealots had befriended him and there Daniel, forgetting his grandmother and sister, Leah,  in Ketzah, made his life –  mending weapons, raiding caravans, waiting for the day.  His grandmother’s death compelled  him to return to village and care for Leah but Daniel continued to recruit patriots and plot.  Through his friend Simon the Zealot,  Daniel heard about a new and exciting rabbi, Jesus. Could  this be the leader the Zealots await?  When Simon leaves to follow Jesus,  he gives Daniel the use of his blacksmith shop.  Daniel’s activities involve him in a raid that results in the death of two friends.  He is drawn to Jesus who tells him he must give up his hate to become a follower.  Is this possible when he has taken a vow to fight for God’s victory?  He is enraged to find that his sister has become friends with a Roman soldier who talks with her through the gate.  His violent anger causes her to withdraw even further into illness.  Daniel is left with his vow and his hatred and a dying sister – until Jesus comes.

Literary elements at work in the story: The Bronze Bow won the 1962 Newbery Medal.  It is a skillfully written story conveying life in 1^st century Palestine, with enough action and suspense to appeal to upper elementary and middle school readers.  It is Daniel’s story yet is still a model of biblical fiction: accurate historical and biblical details, a picture of Jesus, vibrant and compelling, yet restrained.  The concluding sentence is powerful, memorable, the perfect end to a moving book.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Despite all the limitations placed on women in Jesus’ day, Malthace, Daniel’s love interest plays an active role in the story.  Hatred between Romans and Jews is the very fabric of life.  Some class distinction is evident between children of a rabbi and a common worker like a blacksmith.  These are all conditions affected by Jesus’ teaching.

Theological Conversation Partners: The title comes from Psalm 18:34. “He trains my hands for war so that my arms can bend a bow of bronze.” Three aspects of this book will engage the reader.  One is the intense hatred that holds Daniel and how it affects his life.  A second is the issue of physical warfare and vengeance as a way to peace.  A third is Jesus himself, the impact of his life and teaching.  The book ends before the cross so the emphasis is not on the theology that grows from this but on the personality of Jesus, on his ability to inspire loyalty and devotion, to change people.

Faith Talk Questions:

1. Is The Bronze Bow a good title for this novel?  What does the bronze bow represent?
2. Can you think of situations in the world today where hatred simmers between people nationally?  Personally?
3. What are the results of hatred in Daniel’s life?  In the life of those around him?
4. Daniel describes a number of things for his sister that he has heard or seen Jesus say and do . For example the story of the good Samaritan, the healing of Jairus’ daughter, feeding the 5,000.  How well do these this tally with the gospel story?
5. Why does Jesus insist that Daniel must give up his hate to become a follower?
6. What impact does Jesus have on Simon the Zealot? Joel? Thace?
7. Daniel does not follow Jesus when he leaves the house after healing Leah.  Why?  What do his actions tell you?

Year B: February 5, 2012

First Reading: Isaiah 40:21-31

Jasper’s Beanstalk by Nick Butterworth (Ages 3-6)

Comment: “Those who wait for the Lord shall renew their strength…” Sometimes waiting feels like a hopeless task. The patience required to wait can overwhelm adults and children alike. Isaiah tells us that God will strengthen us when we are wearied by our waiting. Jasper grows weary as he waits for his beanstalk to grow. In his frustration he throws the bean out the window. After time, Jasper’s hope is renewed when he finds a beanstalk right outside his window. In Jasper’s Beanstalk and the text from Isaiah, readers are given the opportunity to discover the worth in waiting.

Second Reading: 1 Corinthians 9:16-23

Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold (Ages 5-9)

Comment: “I have become all things to all people, that I might by all means save some.”  It is not out  of deception that Paul takes on different roles, but a desire to make the gospel accessible to many. He is willing to take on whatever form is necessary to aid in the salvation of others. Harriet Tubman risked a return to slavery every time she traveled south to lead more people to freedom. In Aunt Harriet’s Underground Railroad in the Sky,  Cassie relives the experience of a slave traveling the underground railroad and sees the varied forms it takes. “Sometimes the train is a farmer’s wagon. Sometimes it is a hearse covered with flowers–inside, a live slave hides in a coffin.” Each part of the railroad has the same purpose: to lead as many people as possible to freedom.

Gospel Reading: Mark 1:29-39

The Conjure Woman by William Miller (Ages 4-8)

Comment: “He came and took her by the hand and lifted her up. Then the fever left her…” In his commentary, P.C. Ennis emphasizes the power of touch in this text and throughout scripture. “Love not expressed, love not felt, is difficult to trust. Theologically speaking that is the reason for the incarnation. God knew the human need for nearness.” (Feasting on the Word, Year B, Volume 1, p336)  The conjure woman also understands the need for nearness. She cradles a very sick Toby in her arms and they magically journey to Africa where a circle of people reach out to heal him.  “Toby looked around the circle, saw himself reflected in the eyes of all the people. He felt strong again, strong enough to get up from his bed, touch the faces of the ones who healed him.” In reading The Conjure Woman and the stories of healing in Jesus’ ministry, we come to know, if it has not already been felt it in our own lives, the important role touch plays in the healing process.

This Lectionary Links post was written by Union Presbyterian Seminary student Rachel Mastin and regular contributor Noell Rathbun.

Name of Book: 

Author:  Susan Campbell Bartoletti

Illustrator: Holly Meade

Publisher: Candlewick Press

ISBN: 978-0-7636-4242-6

Audience: 4 and up, intergenerational, women, new parents or mixed age choirs

Summary:  Noah’s wife, Naamah, sings all through the night to the animals of the ark.

Literary elements at work in the story:  In the opening double page illustration, the ark’s bow is heaving in storm churned waves. A mood of unease continues as Noah tosses in his sleep and “restless animals prowl…pace and roar and growl”.  Enter, in the first silvered background and cut out silhouette, Noah’s wife, Naamah and the refrain “sings all through the night”. Bright watercolor collage images are shown of Naamah soothing the animals, her sleeping sons and their wives. The beasts and birds fall asleep with necks and tails curled around each other and a quiet calm is established. In a story that takes place at night, there is never a sense of flat blackness. My daughter, an illustration student at University of Kansas, pointed out that the silhouettes, night sky, bears and ravens are cut from washes of India ink and texture and shading is evident. Such detail is engrossing.

The rhythmic text is like a song itself. The ending author’s note explains that, while unnamed in the Bible, legend calls Noah’s wife, Naamah, meaning “great singer” and “because her deeds were pleasant”. “The form of Naamah and the Ark at Night was inspired by a poetic structure called a ghazal. The ghazal is a very old and extremely disciplined Arabic form…that requires each couplet to end in the same word, preceded by a rhyming word.” I am glad that I did not see the author’s note until after my first reading because I enjoyed going back through the text noting the repeating end word “night” and seeing all the rhyming words in formation. The last illustration of the ark level in the calm sea and the final line “Cradled by the song of night. Hush hush hush, good night” is a peaceful end to this beautiful lullaby.

Theological conversation partners: A midrash of the biblical story, this book could be used as a companion to reading about Noah and the ark. I can imagine a survey of stories in the Hebrew Scripture and New Testament that involve stormy seas. What is revealed about the divine in these stories? Playing with an ark and animals toy is often a first memory of engaging in a Bible story through hands on experience. It is interesting that the ark is an iconic nursery image because what do we do when older children wonder about those left in the rising waters? A less complicated truth is evident in the theological circle of giving blessings through God’s first blessing us. Naamah is singing prayers.

Faith Talk Questions:

1. Looking at the first pages, what do you think it sounded like in the ark during the storm?
2. Which animals did you like best and why?
3. What do you do to feel calm at night?
4. What is a lullaby? Children might chuckle over the image of Naamah soothing her grown sons and adults might engage in a discussion of calming sleep rituals…
5. I think, as she sings, Naamah is blessing everything. What does it mean to give a blessing?
6. Who do you bless?
7. Who blesses you?
8. Where do you see God acting in the story?

This review was written by Union Presbyterian Seminary student Robin Crawford.