The Butterfly

Name of Book:  The Butterfly

Author:  Patricia Polacco

Illustrator:  Patricia Polacco

Publisher:  Philomel Books

ISBN:  0399231706

Audience:  Grades 1-5 (although in places the subject matter may be too harsh for the lower end of this age range)

Summary:  Late one moonlit evening in World War II-eraParis, Monique finds a little ghost girl perched on the end of her bed, petting her cat.  This apparition turns out to be Sevrine, a Jewish girl whose family is being hidden by Monique’s mother in their cellar. The two little girls visit one another at night as often as they can without waking their parents, playing dress-up and having late-night tea parties.  These scenes of childish play stand in stark contrast to the terrible things that the “tall boots,” the Nazi soldiers, are doing in the town.  One night, Monique’s next-door-neighbor spots the two girls as they stand at a window to release a butterfly, and, terrified, they run to awaken Monique’s mother.  She quickly arranges to send Sevrine’s parents off to the next safe house, and she and Monique themselves take Sevrine to a rendezvous point and send her off to what they hope will be asylum.  Although they hear no word about Sevrine’s whereabouts, several weeks later as they are working in their garden, Monique and her mother are surrounded by several dozen Monarch butterflies. “It’s a sign, Maman…!” Monique cries, sure that Sevrine is letting them know that she is safe.

Literary elements at work in the story:  In this work of historical fiction, the setting of Nazi-occupiedParis is of primary importance.  All of the action of the plot is set in motion by this time and this locale.  Although the story is told in the third person, the point of view is definitely that of a child’s.  The joys of friendship and of the natural world are at a child’s eye level, and the terrors described here are exacerbated by the fact that Monique has no idea why her world has been turned upside down.  Polacco emphasizes the contrast between childlike innocence and the evil of Nazism with her art.  Scenes with Monique in her house or with Sevrine are depicted in bright colors and bold shapes, while incidents with Nazi soldiers are painted in dull colors.  Polacco’s trademark wide-open hands appear throughout the book, indicating her characters’ willingness both to give and receive without reservation.  At the very center of the story, we see a bright painting of Monique with her hands wide open in her flower garden as she reacts to the grey fist of the Nazi soldier crushing a butterfly in front of her.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  No mention is ever made of Monique’s father (although one could surmise that he is off fighting in the war), so this is a story about a very courageous mother who is part of the French Resistance inParis.  Monique is uncomprehending when she encounters racial hatred.  She and a school friend witness the vicious beating of a beloved shopkeeper in town, and when her mother tries to explain that the Nazis hate Jews like their friend, Monique’s classmate responds, “But Monsieur Marks is a Frenchman!”  Monique’s innocence makes clear that her mother has sheltered her from a world turned upside down by racial prejudice and that, conversely, hatred is something that has been learned by others.

Theological conversation partners:  Monique’s mother’s work in the Resistance echoes the ancient Hebraic social command:  “You shall not oppress a resident alien; you know the heart of an alien, for you were aliens in theland ofEgypt.” (Ex 23:9)  God’s people know what it means to be strangers, and they are drawn to take care of others who are strangers, too.  Further, Jesus showed us a way of life that demands sacrifice on others’ behalf.  “This is how we know what love is:  Jesus Christ laid down his life for us.  And we ought to lay down our lives for our brothers [and sisters].” (1 John 3:16)  The butterfly, though it seems to be a bit of a clunky device in this story, has long been a symbol for freedom and resurrection.  At the end of the story, when the butterflies appear in Monique’s garden, they also recall Jesus’ consoling words to his disciples, “…if I go, I will send a comforter to you.” (John 16:7)  Potent role models (particularly women role models) of courage in the face of injustice are greatly needed in the church today.  Polacco’s book would be a powerful tool in discussions with older elementary students about what it means to live the Christian life in a world that is often in opposition to it.  This would also be a particularly good book to share with a congregation that was considering refugee resettlement work.

Faith Talk Questions: 

1. Why do you think that Monique’s mother was hiding Sevrine’s family in her cellar?
2. Why do you think that Monique’s mother hadn’t told Monique about Sevrine and her family?
3. How would you have felt if you were Sevrine, hiding in a cellar for a long time?  What about when she was being moved from Monique’s house?
4. Polacco doesn’t mention Monique’s family’s religious beliefs directly in the story.  What clues do you get about how they felt about God?
5. Who are some people who might need help in our world today?
6. What sorts of things could you do to help them?  What about your family?  The church?

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

Mudshark

Name of Book: Mudshark

Author: Gary Paulsen

Publisher:  Scholastic Books

ISBN: 978-0-545-28407-3

Audience: Ages 8 – 12

Summary: Mudshark – real name Lyle Williams -  is a student blessed with perfect recall, a good heart, and lightning reflexes.  Whenever something goes missing, he’s the guy to find it.  When the librarian gets an all-seeing parrot, Mudshark’s role at the school is threatened.  When all the school’s erasers disappear, it’s up to Mudshark to solve the mystery before the parrot.  This is done with a unique cast of characters including the custodian, a Vietnam veteran, who prizes beauty in every form more than following rules. A sense of community is built by the characters as they use their numerous gifts to solve the mystery together.

Literary elements at work in the story: This is a problem solving story that is told in the third person. It has many humorous characters that will especially appeal to boys. The mystery aspect combines well with the overall story, with crazy rants by the principal of the school, which is where most of the story takes place.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story? The school could be found anywhere, while a great sense of community is established by the end of the book. Mudshark shows compassion and determination while solving the mystery. The addition of the Vietnam veteran and his situation in life is an opening to a discussion with children on this period in our country’s history.

Scripture: 1 Corinthians 13: 4-7,  1John 3:17-18

Theology: Paul spent time teaching the people of Corinth the message of the good news in detail, and showing them how to live as a community of believers.  One part of the community is the love for one another.  Paul’s love list in   1Corinthians 13 show us various characteristics that Mudshark demonstrated throughout the story.  Kindness is an attribute that he displayed towards everyone in the story.

To be kind means “having or showing a tender, considerate and helping nature.” Thus, one who is kind is friendly, generous, warmhearted, sympathetic, considerate, gentle, affectionate and forbearing. Kind is not something that you just are. Kindness must be demonstrated or practiced.

Faith Talk Questions:

1. How would you feel if everyone approached you for something specific like they did to Mudshark?
2. How did he react each time?
3. Would you have returned the erasers in the same way Mudshark did?  Why or why not?
4. Have you ever covered up something for someone else because you felt it was the right thing to do?
5. What are some acts of kindness that Mudshark performed?
6. What are some acts of kindness you have/can do in your community/home/school?
7. What are some acts of kindness we have learned from our Bible stories?
8. Mudshark used his talents for good.  Do you know your talents?  How could you use them for good?

Review prepared by Union Presbyterian Seminary student Cyndi Beerbower

Follow the Drinking Gourd

Title:  Follow the Drinking Gourd

Author and Illustrator: Jeannette Winter

Publisher: Dragonfly Books, (Division. of Random House)

ISBN:  0-978-1-4420-1461-9

Audience: 5-9 years as an easy reader.  Also useful for an adult faith discussion on Liberation Theology.

Summary: This is a story about the Underground Railroad in the pre-civil war days of 1840 when Africans began to break the cruel bondage of slavery.   The narrative starts with an old sailor called Peg Leg Joe who helped the slaves escape their masters and find their way to freedom in Canada.  Under the guise of an itinerant handyman he would hire himself to plantation owners, then secretly meet with the slaves to teach them a song. “Follow the Drinking Gourd” contained coded instructions on how and when to escape, and directions for traveling to safe havens along the way. The drinking gourd referred to the constellation known as the Big Dipper which guided them northward along waterways and mountain passes.  The narrative then focuses on one slave family, Molly, James and Isaiah, about to be broken up through the sale of their father. One night they hear a quail call (one of the song’s codes), they look up to see the Big Dipper, and take off with an older woman, Hattie and her grandson George. Hiding by day and moving my night, pursued by the master’s dogs, they press on with little sleep or food, sometimes lost on starless nights, until they reached Peg Leg Joe at the Ohio River.  The travel from this point on was less perilous through a network of safe houses, one of which was a Quaker community, and finally on a boat across Lake Erie.

Literary Elements: Compassion, courage and faith are the themes of this longer-than-usual picture book (44 pages).  The suspense and drama of this moving tale come to life in pictures with deep vivid colors and emotional impact. The heroes of the story are the slave family, whose perilous journey is brought to life through dark colors and expressive faces, especially their eyes which are always vigilant. With a face that resembles Abraham Lincoln, Peg Leg Joe characterizes an empathetic soul whose own handicap perhaps allowed him to understand the lives and trials of the powerless. The dominant emotion is not fear but courage, solidarity and determination.   Hattie holds George in her arms as they huddle in a tree trunk, James and Isaiah fight off dogs and wolves, the whole party embrace at the crest of a hill under the starry night sky. The background gradually lightens as they approach the Canadian border and disembark from the boat under a bright blue sky and pink clouds. These pictures of faith and love in the quest for freedom are so full of detail they could be used without the text as a story-building exercise.

Perspective on gender/race/cuture/economics: There’s no question about the social and political message, but it’s not about race. This is a story of triumph over cruelty and oppression.  Age and gender roles are of no consequence among the fugitives and their supporters.  The slave masters are all male but that, unfortunately, was the reality of the time.

Theological Conversation Partners:

True To Our Native Land, by Brian Blount, Fortress Press ISBN 9780800634216

Theology: This story is loaded with Biblical themes and imagery.  Parallels with the Exodus narrative are obvious, but it also contains much material for a discussion of New Testament liberation theology in the light of African American experience, which is examined at length in Dr. Blount’s book True To Our Native Land.  Peg Leg Joe could as well represent Jesus as he could Moses. Jesus came to help enslaved humanity escape the evils of the domination system. His parables were coded messages to those who had ears to hear just as the song contained the secrets that led the slaves to freedom. Like Peg Leg Joe, he moved from place to place teaching in stories and healings that revealed the truth of God’s kingdom of freedom. “Each successful escape was as damaging to the system of institutionalized slavery as each one of Jesus’ successful exorcisms or healings had been to the continued dominance of the realm of the “strong man.” (Blount, p. 253) African American and Anglo American children and adults need to hear this story about people of the kingdom: the slaves, the sailor, and the Quakers whose faith and compassion brought them together on the road to freedom.

Review prepared by Union Presbyterian Seminary student Susan Wills

I Hate Roland Roberts

Name of Book:  I Hate Roland Roberts

Author:  Martina Selway

Illustrator:  Martina Selway

Publisher: Ideals Children’s Books

Audience: Ages 5-12

Summary: Rosie writes to her Granddad about her new school which she does not like because of her classmate Roland Roberts. Rosie has to sit next to Roland in class and Roland has been assigned to look after Rosie. Their relationship begins with Rosie hating  Roland because of his rude comments and uncaring actions towards her. As their friendship develops they find that they have many interests in common and they begin to like and appreciate each other.

Literary elements at work in the story:

Genre: Friendship-Fiction; School-Fiction

Setting: Rosie finds herself having to adjust to a new school and making new friends

Characterization: Rosie enters a new school and because of the way her classmate Roland Roberts treats her she comes to the conclusion that “she hates Roland Roberts.”  The author develops Rosie’s and Roland’s character as they develop a personal relationship.

Plot:  Rosie forms an initial opinion—“I hate Roland Roberts” -  based on first impressions but as their friendship develops over time she comes to the realization that “I really like Roland Roberts”.

Theme:  There are challenges that one faces in new situations and in meeting new people but always keep an open mind and do not be too quick to judge a person.

Point of View: Written in first person through the eyes of Rosie who finds herself in a new school and having to deal with making new friends.

Style: Author uses a letter style to tell the story. Each page has an illustration on the left with the content of Rosie’s letter on the right.

Perspective on:

Gender: Roland claims certain gender specific stereotype such as “girls are stupid and they are cry babies.” Rosie quickly dispels those thoughts.

Race: The story is specifically about Rosie who is a Caucasian female but the illustrations shows a wide cross-section of people.

Culture:  Culturally generic. This could be any class room or new school situation in the world.

Ability:  Rosie is just like any new student who has to deal with transitioning to a new school and making new friends.  She is reluctant at first to be open to a friendship with Roland but as they spend time together she realizes that there are characteristics about him that she likes.

Scripture: Romans 12:9-10, 13

Theology: The Christian life calls us to embrace the stranger and to show them hospitality and love.

Faith Talk Questions:

1. What can we learn about judging others? How do we embrace someone who is different from us?
2. What are some of the ways we can embody loving our neighbor?

Review prepared by Union Presbyterian Seminary student Dee Osbourne-Smart

The Cool Cat

Name of Book:   The Cool Cat

Authors:   Merrill Farnsworth, Kami Winngham, and Mac Pirkle

Illustrator:  Brian Parker

Publisher:  Abington Press

Audience:  Ages 4-8

Summary:  Charlie is a “cool cat” living in the town of Catville.  One day he gets word that his country cousins have fallen on hard times.  Charlie buys a tuna and sets off for his cousins’ house.  The most direct route would be through Dogville, so Charlie decides to take a detour.  He is attacked by a mountain lion.  The mountain lion is scared off by Bubba Bulldog, the biggest, meanest dog in Dogville.  As Charlie lies on the ground, a white cat passes by but refuses to help.  An alley cat passes by and steals the tuna.  Bubba growls at the alley cat until he drops the tuna and runs off.  Bubba takes Charlie to the emergency room and pays for his treatment.  Then he delivers the tuna to Charlie’s cousins.  Charlie and Bubba become best friends.

Literary Elements at work in the story: The book is a retelling of the Good Samaritan.  The characters are cats and dogs.  Small children will understand that cats and dogs generally do not like each other.

Perspective on gender/race/culture/economic/ability:  The characters are cats and dogs.  There is no implicit or explicit perspective on gender/race/culture/economic ability.  All of the characters are referred to as “he,” although some could be female.

Scripture:  Luke 10:25-37

Theology:  Helping others, accepting differences

Faith Talk Questions:

1. Would Charlie usually ask a dog for help?  Why or why not?
2. Who would Charlie think would help him?  Why does the white cat refuse to help?  What does the alley cat do instead of helping Charlie?  Why would he do this?
3. Why would Bubba Bulldog help Charlie?  What are things Bubba did to help Charlie?
4. Who are some people you could help?  How could you help them?  (Lead the discussion to small kindnesses the child could do for others—family members, friends, classmates, grandparents, people at church, etc.)

Review prepared by Mary Anne Welch

Don’t Laugh at Me

Name of Book: Don’t Laugh at Me

Author: Steve Seskin & Allen Shamblin

Illustrator: Glin Dibley

Publisher: Tricycle Press

Audience: All ages

Summary: Don’t Laugh at Me is the poignant tale of children and adults who wear braces, are chosen last for teams, beg on street corners and yet plead for acceptance and understanding.  The story gives voice to our human condition: the desire to know that we belong, no matter how small, slow, sick, different, or poor we are.

Literary Elements at Work: There are two important literary elements at work in this story: artistry and the driving undergirding plea: don’t laugh at me. The illustrations depict the differences that these younger and older persons feel set them apart—glasses, braces, size, mental and physical coordination, wheel chair, race, etc.  A child could easily retell the tale by following the artistry.  The illustrator tells us that he himself wanted to be a basketball player but was too short.  The storytellers introduce each character and spotlight a stigma or stereotype—nerd, geek, slow, glasses.  This is followed by the refrain, “Don’t laugh at me.  Don’t call me names.  Don’t get your pleasure from my pain.  In God’s eyes we’re all the same.  Someday we’ll all have perfect wings.  Don’t laugh at me.”  Additionally, this is a song and the book comes with a CD.

Scripture: Isaiah 43 selected verses: “Thus says the LORD, he who created you, O Jacob, he who formed you, O Israel: Do not fear, for I have redeemed you; I have called you by name, you are mine…Because you are precious in my sight, and honored, and I love you.”  (NRSV)

Theology: God creates us, forms us, redeems us, calls us by name, honors us, and loves us.  Why?  Because we are precious in God’s sight.  This good news seems too good to be true.  Thus, we need constant reassurance.  That may be one of the reasons why the Bible says so many times, “Do not be afraid.”

Faith Talk Questions:

Sit down beside your child, let him hold the book and turn the pages.  Ask him to point to the characters as you read.  Repeat this process on each page, considering the following:  In the story, the boys and girls and men and women notice their differences.  Other people notice their differences as well.  These differences make the boys and girls and men and women sad and feel left out.  Sometimes people laugh at others who are different.  BUT, are not we all different?  And the same?  Talk about differences.  Some people are big; some people are little.  Some people walk on two legs; some people ride in wheelchairs.  Some people wear glasses; some people wear freckles.  Some people like to read, some people like to jump.  Talk about sameness.  Short people and tall people are still people.  Everyone has a mom and a dad.  Everyone was created by God and in God’s image.  Ask your child, “Who loves girls with glasses?  Who loves girls with freckles?  Who loves boys who walk on two feet?  Who loves boys who ride in wheelchairs” Wait for responses.  Ask follow up questions, “Does God love people who are fast?  Does God love people who are last?  Does God love people who are poor?  Does God love people who are rich?”  Say, “God loves you when you’re slow AND God loves you when you’re fast.  God loves you when you walk on two legs AND God loves you when ride in wheelchairs.  Why?  Say, “God loves all people all the time.”    Because you and we and they are precious in God’s sight!”  End with a prayer thanking God for all short, tall, black, white, rich and poor boys and girls that God forms and loves.

Review prepared by Union Presbyterian Seminary student Kim Lee

Make Way for Ducklings

Name of Book: Make Way for Ducklings

Author: Robert McCloskey

Illustrator: Robert McCloskey

Publisher: Penguin Group

Audience: Ages 4-8

Summary: This is the story about a family of mallards (mom, dad and 8 ducklings) who move from one home to another. In the parents’ quest to find a hatching location, they meet a police officer who will later help them with their move. When the ducklings are old enough, the father sets out to find a place to live and the mother cares for and teaches the ducklings, including moving them from one place to another. As they move to their new home, the police officer and fellow officers help to block traffic so that the family can make a safe journey to their new home.

Literary elements at work in the story: This picture book takes place in downtown Boston on the river and in the public park, and is told from the third person perspective of an omniscient narrator. The characterization includes the parent ducks caring for their children from before hatching and after, as well as them befriending humans who assist in their care.

How does the perspective on gender/race/culture/economic/ability make a difference to the story? The story is set in the 1940s in Boston and portrays primarily a white society as secondary characters. The culture is more upscale, based upon clothing, transportation and the location of the story. The assistance in the story comes from five white men, while the women simply “admire the cuteness” of the duck family. The assumption is that the only workers are male while women shop, walk animals and play with children. In contrast, however, the mother duck is the teacher and caregiver to the ducklings.

Scripture: Philippians 2:3-4

Theology: Because God created, loves and cares for humanity, we are to love and care for all of God’s creation. We are to put the interests, needs and care of others above the care of ourselves, as God did for us through Christ Jesus.

Faith Talk Questions:

1. Why did Mr. & Mrs. Mallard keep looking for a good place to hatch the ducklings?
2. Do you think your Mom and Dad make a safe place for you to live?
3. Does God want us to be safe?
4. Does God give us people to watch over us? Who are some of those people?

Review prepared by Union Presbyterian Seminary student Mason Todd

Grandmother and I

Name of Book :  Grandmother and I

Author :  Helen E. Buckley

Illustrator:  Jan Ormerod

Publisher:   Lothrop, Lee & Shepard Books

Audience :  Ages 3 to 8

Summary:     A child considers laps:  mother’s lap, father’s lap, brother and sister’s backs (because they won’t let her sit in their laps), grandfather’s lap.  But Grandmother’s lap is the best place to be when she needs comforting.

Literary elements at work in the story:  Told through the eyes of a small girl, the many times, ways, and places that her family’s laps are good for her to sit on are explored.  However, when the cat is missing, or she has a bad cold, or a storm is coming, it’s her grandmother’s lap that is “just right.”  This book uses laps to celebrate familial love and the illustrations are lovely.

Perspective on gender/race/culture/economics/ability: This is a tale of a “typical” family: mom, dad, siblings, and grandparents.  The family in the story is a black family but could be any family anywhere.

Scripture:  1 Timothy 5.4

Theology:  This is a delightful story about intergenerational love and the special bond between a child and her grandmother.

Faith Talk Questions:

1. Whose lap is your favorite to sit on?  Why?
2. When you are sick or afraid or worried, who do you go to?
3. Is there someone at church who isn’t in your family whose lap you’d like to sit on?  Have you ever done it?  What happened?

Review prepared by Union Presbyterian Seminary student Kelly Hames

Listen to the Wind

Name of Book: Listen to the Wind: The Story of Dr. Greg & Three Cups of Tea

Author: Greg Mortenson & Susan L. Roth

Illustrator: Susan L. Roth

Publisher: Dial Books for Young Readers

Audience: Ages 3-6

Summary: A story told from the perspective of the children present in the village when changes occurred, based upon the adult book Three Cups of Tea. The children share their perspective of the story of an injured hiker who is cared for and healed in the village and then promises to return to build the village a school. The book also contains a photo scrapbook of actual people, events and places that were pertinent to the actual story in Three Cups of Tea.

Literary elements at work in the story: The story is told through collage, from the first person collective point of view of the village children. It is set in the village of Korphe in Pakistan. The children share their excitement about Dr. Greg’s return to the village to build a school, out of a promise made when the village nursed him to health.

How does the perspective on gender/race/culture/economic/ability make a difference to the story? The reality of the village poverty is resounding; the children have no materials for school and a teacher that visits only once a month. At the end of the book, an explanation of the Pennies for Peace foundation shares that $1.00 American will provide funding for one child’s education for an entire month in Pakistan and Afghanistan. The story shows a white American male coming to make changes, which can play in to the American identity of “coming to the rescue.”

Scripture: James 2:14-17

Theology: We are the body of Christ in the world, the church of God. We are called and gathered by God into this one body for the purpose of worship and service. God creates the church and we live as part of it, in loving relationship with God. God gives the church work to do in the world, telling the story of God’s love for us all in Jesus.

Faith Talk Questions:

1. What did the village people do for Dr. Greg?
2. What gift did Dr. Greg promise to bring to the village? Did he follow through on his promise?
3. Why is it important for us to help other people who don’t have a much as we have?
4. What is something that you can do to help someone, sort of like Dr. Greg did?

Review prepared by Mason Todd, Union-PSCE in Charlotte

Another review of this book was posted on January 4, 2010.

Before You Were Mine

Name of Book: Before You Were Mine

Author: Maribeth Boelts

Illustrator: David Walker

Publisher: G.P. Putnam’s Sons

Audience: Ages 4 and up

Summary: The story of a young boy and a stray puppy dog who end up together. The boy asks the puppy about his life before they became family, and the boy also tells the puppy about his dog who had passed away and how they came to adopt the puppy.

Literary elements at work in the story: A picture book set in the boy’s home, but simultaneously set in the puppy’s street life and time in the pet shelter. It is told in the first-person point of view of the boy. The story speaks of abandonment, death, rejection, fear and culminates in adoption and love. Some pieces may be difficult for younger children, but it is a great book for starting critical conversations about pet adoption and care.

How does the perspective on gender/race/culture/economic/ability make a difference to the story? The boy is a white boy, as is the puppy depicted. The secondary characters are somewhat diverse in age, gender and race. There is the assumption that the family is of sound economic status, as seen through the pictures and implied in some of the story. The stray animals are depicted as not very healthy.

Scripture: Psalm 147:9-11

Theology: God’s providence is a promise of God’s provision for creation. God has promised to never leave us, even when we feel alone. Through God’s providential care, God provides us with persons who step in and care for us physically and love us unconditionally so that we can always feel the love and presence of God that is promised us through Jesus Christ and the Holy Spirit.

Faith Talk Questions:

1. Have you ever owned a pet? What kind of pet have you owned?
2. How does the puppy end up being cared for in the story?
3. What are ways that you can care for a pet? What about a friend or sibling?
4. How does God care for us?

Review prepared by Katie Todd, Union-PSCE in Charlotte