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.

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.

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.

17 Kings and 42 Elephants

Title:  17 Kings and 42 Elephants

Author:  Margaret  Mahy

Illustrator:  Patricia MacCathy

Publisher:  Dial Books

Audience: Ages 4-8

Summary:  The book is the story of seventeen kings traveling on elephants through the wild.  As they travel they sing and their song has an effect on the wild.  During their travel we are introduced to all the other wild animals they encounter on this journey (crocodiles, crabs, cranes, pelicans, hippos, tigers, peacocks, flamingos, birds, baboons, and gorillas) and experience how these animals impact and/or interact with these traveling kings.

Literary elements at work in the story:  This book is a picture book.  As such, the telling of the story, though a rhyming scheme is employed, loses its effect and power without the illustrations.  Thus, it will be imperative that the pictures be visible to the listener.  The book is normal size so it will need to be used with small groups to ensure the audience can fully see the illustrations.

Children will identify with this artwork.  The colors are bright and loud.  The illustrations are beautiful and eye catching.  You could literally remove the words and the illustrations alone will draw a child in and cause the child to create a story.  The artwork is appropriate for a story set in the wild (jungle).  Simply, it is believable, though for the target age group that may not be a point of major consideration.

How does the book present gender, race, culture, economic status, abilities/disabilities, age, etc. in the story:  The book does a poor job on addressing diversity in race.  All seventeen kings are white males.  As such, the author and illustrator fail to produce a book that will cross ethnicities and identify with multiple audiences.

Theological patterns for conversation:  Pulling any theological perspective from this book will be a stretch, even for the best theologian.  However, apart from the words, one could use the illustrations to facilitate discussion around the creation story with kids; particularly the portion of the creation story where God creates animals and sends them before Adam for naming.

Faith Talk Questions:

1. Why do you think God created animals?
2. Tell me about your favorite animal.
3. If you could have been in the Garden and were given the chance to name the animals presented in this book, what would you have named each?  Why?

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

Night Tree

Name of Book:  Night Tree

Author:  Eve Bunting

Illustrator: Ted Rand

Publisher: Voyager Books Harcourt Brace & Company

ISBN: 978-0152001216

Audience:  Ages4-8

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

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

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

Faith Talk Questions: 

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

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

Come On! Play Ball!

Name of Book:  Come On! Play Ball!

Author:  Ilse-Margret Vogel

Illustrator:  Isle-Margret Vogel

Publisher: Western Publishing Company, Inc.

ISBN: 978-0307168245

Audience:  Ages 3-7

Summary:  This is a short story about two dogs playing with a ball, losing it, and searching for it until they find it.

Literary elements at work in the story: This story has rhyming patterns throughout. There are minimal words, but the rhyming brings you right along with the story. It is easy to pick up on the progression of the rhyming. This makes it an ideal book for beginning readers and younger ones that like to be read to. This is also an adventure story that begins in the hallway of an apartment building, through many other outside areas, and even up in a hot air balloon. The adventure moves along swiftly and makes it an enjoyable easy read. The ending of the book wraps up the adventure with a found ball, plenty of friends, and a sense of achievement.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  The two dogs are male playing with a ball. This story would probably appeal more to other male children who enjoy sports. It is implied that the boy dog lives in an apartment and the older male dog is a friend. Whatever the relationship it is obvious they enjoy each other’s company and the adventure they go on.

Theological conversation partners:  Luke 15:1-10. This section in Luke 15 tells the story of the lost sheep and lost coin. In both stories something is lost and someone goes out to find it. In the parable of the lost sheep the shepherd loses one sheep and goes out to find it amidst danger and peril. He finds the sheep and the entire community rejoices. In the lost coin parable a woman loses one of her ten silver coins and turns the house upside down to find it. Both of these stories point to God who seeks us without stopping. In the story of the two friends with the ball, they go out to search for their lost ball until they find it. God’s love is the same way. God will never forsake us and will never stop searching for us when we feel lost or disconnected from our creator.

Faith Talk Question:

1. What places did the dogs go to search for the ball?
2. Have you ever played hide and seek?  How do you play that game?
3. How did you feel when you were found?
4. When was a time you lost something that you really loved, like a toy?
5. Losing something is scary, especially when it’s something you dearly love. Sometimes we don’t find the things we lose, but we should know that God will never stop searching for us because God loves us. How do you know God loves you?
6. When do you feel close to God?
7. When do you feel far away from God?

This review was written by Union Presbyterian Seminary student Russ Pearson.

Badger’s Parting Gifts

Name of Book:  Badger’s Parting Gifts

Author:  Susan Varley

Illustrator:  Susan Varley

Publisher:  Mulberry Books

ISBN:  0-688-11518-7

Audience:  Ages 4 and up

Summary:  It was winter. Badger was old and knew that he would die soon. “His body did not work as well as it had in days gone by.” He wished he could prepare his friends for the time when he would not be live with them. But because he knew his time was coming soon, Badger wrote a letter to his friends saying good bye. All the animals were very sad when they learned that Badger had died. Before he died, Badger told his friends not to be sad, but it was hard for the animals not to be sad. They missed Badger. In the spring the animals got together to talk about Badger. They discovered that each animal had received a gift from him. In remembering Badger’s gifts, each animal is heartened and encouraged.

Literary elements at work in the story: This is an uplifting story which can help children who are grieving the loss of a grandparent. It is a story of loss which can help children and people of all ages, but it is particularly suited to those persons who are grieving the loss of someone who has been having problems with poor health due to age.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? The fact that the story is told with animals instead of people gives it a universal theme for every child and person. The story would not be helpful for people in a culture that does not value animal stories.

Theological conversation partners:  Badger left “gifts” to his friends. He is remembered by how he acted towards his friends, and what he did—in life. He taught Mole how to cut out a special chain of paper moles; he taught Frog how to ice skate; he taught Fox how to knot a tie; and he taught Mrs. Rabbit how to bake wonderful gingerbread cookies. Not only was Badger a teacher, he was “dependable, reliable, and always ready to help when help was needed.” Badgers’ gifts to his friends were a legacy, and invaluable. When his friends remember each gift they received from Badger, they are comforted. Jesus left his teachings to his friends and to the world—gifts which are revered and treasured. The New Testament scriptures of the Bible record Jesus’ teachings to his first disciples, and to us in the world today.

Faith Talk Question: 

1. Do you understand how the animals felt after Badger died?
2. Have you lost someone who was very special to you?
3. If so, can you remember any gifts that person left you?
4. How does remembering the gifts someone left you–comfort you, now that person is no longer here?
5. Can you think of any gifts that you might “give” to others someday?

This reviewed was written by Union Presbyterian Seminary student Chris Feno.

City Dog, Country Frog

Name of Book:  City Dog, Country Frog

Author:  Mo Willems

Illustrator:  Jon J. Muth

Publisher:  Hyperion Books for Children

ISBN:  9781423103004

Audience:  Age 3 and up

Summary:  It is a beautiful spring day when City Dog first visits the country.  By the time the reader sees him in the opening full-page painting, he has already raced across a wide field and nearly off the page, “and all without a leash!”  His initial encounter is with something he has never seen before, sitting green and expectant on a rock.  It is Country Frog.  The two become fast friends, and Country Frog teaches City Dog all sorts of country games.  When City Dog returns in the Summer, he runs straight to Country Frog’s rock, and they play city games together.  By fall, friendship has grown tender and sweet, but Country Frog is weary, and he suggests playing “remember-ing games” this time.  Then comes winter, and when City Dog races to Country Frog’s rock, his friend is not there.  A bewildered City Dog sits all alone as the purple shadows deepen, waiting for his friend.  A full year of seasons has gone by, and it seems as if all is lost, but Spring comes again.  City Dog still longs for his old friend, but a new friendship blooms when City Dog smiles a distinctly froggy smile and agrees to play with a new pal, Country Chipmunk.

Literary elements at work in the story:  The plot of City Dog, Country Frog could not be simpler: dog meets frog, dog and frog become friends, dog loses frog (we are never actually told why frog is gone, but it is possible that an amphibian’s lifespan is short), dog grieves, dog meets chipmunk.  The real heart of this story in five short chapters is the absolute joy of friendship and the mournfulness of loss that illustrator Muth conveys in his luminous watercolors.  Dog’s tail never stops wagging when he is with frog.  His tongue lolls when they play, and his eyes close to blissful slits as he floats in the river with frog on his head.  When frog is gone, the reader can see that City Dog is baffled and utterly lonely by the set of his ears and the now-stilled tail. This is a book of much richness, despite its few words.

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

Theological conversation partners:  One use of this story might be in connection with Ecclesiastes 3:1-8:  “For everything there is a season, and a time for every matter under heaven …”  There is indeed a time to laugh and a time to mourn in this tale and plenty of time for both weeping and laughing as well.  The story’s main theme, however, is friendship, and it would be a wonderful complement to such passages as John 13:34, “I give you a new commandment, that you love one another.  Just as I have loved you, you also should love one another.”  City Dog and Country Frog follow this new commandment with joyous abandon.  Furthermore, they take to heart Paul’s reminder that differences do not matter when it comes to friendship:  “There is no longer Jew or Greek … slave or free … male and female.”  (Galatians 3:28)  And one could extrapolate, “nor dog nor frog.”

Faith Talk Questions:

1. How can you tell by looking at City Dog and Country Frog that they wanted to be friends?
2. How can you show other people that you want to be friends?
3. What do friends look like?
4. This story takes place over the course of a whole year and a little bit more.  What were some of the happy times?  What were some of the sad times?
5. Have you ever had sad times in your life?
6. Who helped you when you felt sad?

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

Bless This Mouse

Title:  Bless This Mouse

Author:  Lois Lowry

Illustrator: Eric Rohmann

Publisher: Houghton Mifflin

ISBN: 9780547390093

Audience: Reading level 9 years

Summary: Hildegard, the mouse mistress of the community of mice (219 members) at St. Bartholomew’s, has important responsibilities: counseling mice on the size of their families, leading them in the hymns and prayers from the Book of Common Worship, protecting them from danger, particularly the danger of cats in the sanctuary if the Blessing of the Animals on St. Francis’s feast day is held indoors due to inclement weather.  Hildegard knows the church, its staff, and the members, including where Father Murphy stores his gumdrops and his practice of playing an occasional game of solitaire in the afternoon.  The safety of her mice in the church depends on the adult members of the church thinking that any mouse they see is the same mouse.  When they see three different mice at once it is time to call in A Great X.  These literate mice discover, when Father Murphy calls, that exterminator begins with EX, not X.  Now Hildegard must lead the community in an Exodus to the outdoors when the exterminator comes and then must train them to avoid poisons and the dreaded glue traps. (Father Murphy’s cards disable the glue traps.)  Safely back in the church after the Exodus, the  mice now face the danger of cats indoors at the Blessing of the Animal service.  As the service progresses, Hildegard feels that it is only right that a mouse should also be blessed and acts accordingly.

Literary elements at work in the story: Lois Lowry, two time Newbery winner, saw a mouse in her room that inspired this story.  Anthropomorphic mice bring a different perspective on church life that can enlarge human understanding.  The mice have distinct personalities-aggressive Lucretia, wise Ignatius with library experience, foolish Roderick-and recognizable community problems.  Rohman’s pencil drawings are appropriately quiet and gentle. The whimsical story is billed for “Reading Level 9 years,” however younger children will enjoy hearing it and so will any adult readers.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? These perspectives are not significant in the lives of church mice.

Theological Conversation Partners: This book is saturated with ecclesiastical language, prayers from the book of common worship, hymns, even a floor plan of St. Bartholomew’s.  The church is either Episcopal or Roman Catholic and the book will be a good opportunity for children of another tradition to gain some vocabulary.  The only two theological hooks in the book are the idea of sainthood and respect for all animals that God has created.  Genesis 1:27-31; Psalm 8:3-9, Psalm 104 give background on the relation of humans to creation.  1 Corinthians 1:1,2 is one of many NT passages where Paul uses the term saints.  It differs from the definition given by Ignatius (The library mouse, not the church father.) but the two can profitably be compared.

Faith Talk Questions:

1. Have you ever taken part in a service of blessing the animals?  Where was it held?  Why was it held? How is it connected with the feast day of St. Francis of Assisi?
2. There may be some new words in this book.  See if you know::sacristy, surplice, cincture, chrism, chasuble.  What other new words did you wonder about?
3. Hildegard saves Lucretia by using chrism.  Was this an appropriate use of the holy oil?  How was it used that morning in the service?
4. What animals did Father Murphy give thanks for during the Blessing service? Should mice have been included?
5. Two statements are made about saints: A saint is a person who is especially blessed; Saints take risks for others all the time.  What is a saint according to the New Testament.  Do you think these two statements are true. Do they contradict Paul’s definition?
6. Father Murphy prays “keep us mindful that we are all Thy creation” and “that man and Thy creatures can live in peace with one another.”  Can you think of ways that we can respect and treat animals as our fellow creatures?

This review was written by regular contributor Virginia Thomas.