Hush Harbor

Title:  Hush Harbor:  Praying in Secret

Author: Freddi Williams Evans

Illustrator: Erin Bennett Banks

Publisher: Carolrhoda Books

ISBN: 9780822579056

Audience: Grades 2-4 (grades 4-5 in my opinion)

Summary: Before the war between the states slaves were generally forbidden to gather because owners feared that they might plot rebellion.  At work in the cotton fields the message would be whispered, “Meetin’ tonight” and passed along the rows of slaves who would then gather for prayer and worship that night in secret.  Hush Harbor is the account of such a meeting when slaves meet to pray for Mama Aku who is sick.  Simmy, a boy assigned the job of look-out, narrates the event.  Slaves at work in the field anticipate the secret meeting and begin to hum and sing, “Steal Away, Steal Away to Jesus.” Hush Harbor is a place deep in the woods where the slaves pray and worship in the way they want to, not as their white owners want them to.  Simmy, perched in a tree while the people sing and pray, hears hounds baying and knows trouble is near.  The paterollers and their dogs are out seeking a runaway slave but they are very near the meeting.  The slaves encounter the runaway and guide him to a safe hiding place, then return quietly and quickly to their cabins..

Literary elements at work in the story: This isn’t quite a story; it’s more of a slice of life told by a boy of perhaps eight or nine. And it’s not quite told in dialect but consonants are dropped and words are omitted.  The event is fully supported by strong, rather primitive art work that brings the night, the forest, the secret place and the worshipers to life. The author gives a brief history of religion among African-Americans in antebellum days at the conclusion of the book. The subject, the illustrations, and the text make this book appropriate for older children.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  Race dominates the story. The cultural differences in white and African-American worship are significant.

Theological Conversation Partners: Two facts stand out in this narrative: slavery was a cruel and oppressive evil and faith in Jesus, once adopted and adapted by slaves, was a source of joy and comfort to them. Jesus’ statement about worship (John 4:23-4) will inform any discussion of worship, in this case the Pentecostal aspects of the slave’s worship compared with the more liturgical worship of the white churches. The courage it took to worship God as they chose is a reminder of the courage it still takes today around the world to worship.  And scripture abounds with the promises of comfort and strength for those who follow Jesus: John 14:27, 16:23; Philippians 4:13; Psalm 23, 145:18,19.  Jesus’ admonition to “pray in secret” (Math. 6:5) doesn’t fit this situation but a profitable discussion of his meaning and the slave practice could arise. African slaves first heard the gospel through white people and slave owners, yet the truth of the gospel transcended this beginning.  What part did black churches and the gospel play in emancipation and in the Civil Rights movement?

Faith Talk Questions:

1. How did the slaves feel about going to a secret meeting? Do you or most of the people you know feel that way about going to worship?
2. What part did music play in the lives of the slaves?  Did you recognize any of the songs?
3. What facts tell you how hard the life of a slave was?
4. Why did the slaves have to meet in secret? What was the penalty if they were caught?
5. How was the worship of the slaves different from the worship in the white churches?  Is there one right way to worship God?  What did Jesus say about true worship?
6. African-American’s first heard the gospel through white people and slave owners. Why did they accept it?  How did it affect their lives?
7. What part did black churches play in the Civil Rights movement?

This review was written by regular contributor and Union Presbyterian Seminary graduate Virginia Thomas.

Walking Home to Rosie Lee

Title:  Walking Home to Rosie Lee

Author:  A. LaFaye

Illustrator: Keith D. Shepherd

Publisher: Cinco Puntos Press

ISBN:  9781933693972

Audience: First grade and up, parents and children

Summary: Slavery separated many African American families as parents and children were sold and sent to different plantations. At the close of the Civil War these people were at last free to search for their loved ones. Freedmen’s Bureaus were established as clearing houses of information for people who were looking for their families. This poignant chapter in our history comes to life through Gabe, a boy searching for his mama, Rosie Lee. He joins the folks on the road who have freedom on their minds looking for work, dreaming dreams around night time camp fires, “all hope and hurry on.” Gabe’s memories of Rosie Lee-her sweet smell of jasmine, her good cooking, the yellow scarf around her neck, her sweet smile- keep him going month after month, town after town, until one day… The story ends with thanksgiving to God.

Literary elements at work in the story: This is a little known story in our tragic history of slavery that the author has researched through newspapers, diaries, articles and interviews. The story is told in Gabe’s voice that has a poetic, rhythmic quality.  The illustrations complement this voice with strength and feeling.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? This is a story about poverty, prejudice, injustice, cruelty, sorrow that affects whole families but  it is not a story about passive or helpless people.

Theological Conversation Partners: The story of Gabe and Rosie Lee can engage us on two levels.  The first is the sad chapter of slavery in our nation’s history.  Adults and children of any race benefit from knowing this and giving thanks for changes.  The point is not to burden children with guilt but to help them see that such injustice can exist in our own society.  The lost boys of Sudan, refugee families, families separated by war and poverty are reminders that this tragedy exists today.  It’s a good plan to introduce children to something they can do when faced with wrong and the refugees of Sudan and now of Syria, offer an opportunity for prayer and gifts through denominational programs.  The second level is found in the yearning of Gabe and his mother for each other.  Psalm 90 begins, “Lord, you have always been our home. (TEV)” and home is not a place but a Person. The heart yearns for God as Gabe yearned for his mother. Jesus captured this in the story of the Prodigal Son. Luke 15.  Psalm 42:1,  63:1 are further statements of this yearning. For both Gabe and his mother, their relationship comes from God and rests in God. Parents and caring adults are a sign of God’s love and we can help children be aware of the Giver.

Faith Talk Questions:

1. Try to imagine what it would be like to have one of your parents taken to live in another town or place because they had been sold.  This was once a practice in our country.
2. Do you know of families that suffer separation today?
3. Have you ever been homesick?  Have you been homesick even if you were at home? Why?
4. Who helped Gabe as he was searching for Rosie Lee?
5. Are there adults as well as your parents who help you?
6. Why do we love our parents and adults who help us?
7. Jesus tells us that God is like a heavenly parent, father or mother, who wants to give us better gifts than even our real parents (Luke 11)

This review was written by regular contributor Virginia Thomas.

Journey to the Bottomless Pit: The Story of Stephen Bishop and Mammoth Cave

Name of Book: Journey to the Bottomless Pit

Author: Elizabeth Mitchell

Illustrator: Kelynn Alder

Publisher:  Scholastic

ISBN: 0439826403 (paperback)

Audience: 6-8^th grade

Summary:  This is a fictionalized history of Stephen Bishop, a Kentucky slave in 1838 who at the age of 17 began to guide tours through  Mammoth Cave in Kentucky.  The story describes how he discovers many of the features of the caves that are still visited today, including a river and blind cavefish.  Starting with the proven facts of his life, the author imagines how Stephen would feel as his slavery days continue.  His fame as a knowledgeable guide was recognized throughout the world.  He even drew the first map of the cave for a book published by his owner.  Stephen Bishop died at age 36, one year after being set free.

Literary elements at work in the story:  This fictionalized 3^rd person historical memoir takes place in pre-civil war Kentucky.  Stephen Bishop is depicted as a young, contented slave with minor characters who respect him as a person.  The story journeys through his life from age 17 until his death.  The discoveries that he makes in the caves are illustrated by pencil drawings, throughout the book. This enables readers to see the discoveries along side of him.  Other stories for this age group about persons overcoming slavery are Elijah of Buxton by Christopher Paul Curtis, and Freedom River by Gloria Whelan.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  This story is an inspiring story of a brave and determined young man, who made a noteworthy contribution to the world, despite being enslaved.  A very vital and essential point to expose children to is that in spite of slavery, people were able to make contributions to humankind.  These enslaved people didn’t have wealth or power, but they managed to survive and sometimes thrive through unexplainable hurdles.

Scripture:  Colossians 4:1; 1 Corinthians 7:20-24; Ephesians 6:5-9; The story of Moses -throughout the books of Exodus & Deuteronomy

Theology: The early converts to Christianity in Ancient Rome faced many difficulties. The first converts were usually the poor and slaves as they had a great deal to gain from the Christians being successful. The dangers faced by the Christians in Rome meant that they had to meet in secret. They usually used underground tombs as these were literally out of sight. Rome had a large number of poor people within its population and Christianity continued to grow. In AD 313, the Emperor Constantine made Christianity legal and for the first time, they were allowed to openly worship.

Paul was not opposed to the freedom of slaves if the opportunity arose but believed that God had called people to different stations in life and they were to live out the Christian life in the situation in which they were called. Masters were to treat their slaves well because they both had the same master in heaven with which there is no partiality.

Faith Talk Questions:

1. Slaves were not always treated well or paid for their work.  Stephen seems to make a choice to not only be obedient, but also to have a positive attitude.  Why do you think he chose to try his best, even when he surely would have preferred to be free?
2. Stephen’s excitement for adventure allowed him to have an extraordinary life for a slave. What Biblestory does this remarkable life remind you of? Why?
3. One of the places that was found in Mammoth Cave was an underground church. Where in the Bible have you heard of a church underground? Why would the people need to have their church meet there?
4. One of the hardest parts of our daily lives is being obedient.  In what part of your life do you struggle with obedience?
5. According to the author’s version of this story, Stephen was content with his life as an explorer/ guide. Why did he have more freedom than the other slaves that his master owned?  Where did he experience this the most?  What gives you contentment in your life? Remember that God can be that contentment for you!
6. Please discuss with your students that the interpretation of slaves at that time was they were thought of as simple property, and that Steven and many others whose stories were not documented showed a remarkable spirit and trust in the Lord. They triumphed over being enslaved many ways, and they personified humanity despite being enslaved.

This week’s post was written by Union Presbyterian Seminary student Cyndi Beerbower.

The Beatitudes: From Slavery to Civil Rights

Name of Book:  The Beatitudes: From Slavery to Civil Rights

Author:  Carole Boston Weatherford

Illustrator:  Tim Ladwig

Publisher:  Eerdmans Books for Young Readers

Audience:  Ages 6-9

Summary:  This is a story of African American history in the United States from slavery to present day. The author highlights 13 historical figures and shares a bit about their story through the lens of the Beatitudes. The illustrations are specific to each story shared, portraying life-like portraits and accurate accounts of the stories of each person. The book begins with an overview of African American history and the sharing of the Beatitudes from Jesus’ Sermon on the Mount, and then carefully moves through the unique stories of the historical figures.

Literary elements at work in the story:  This is a first person story told from the perspective of God. It is a poem that winds through 13 powerful stories, each one told with a corresponding line of the Beatitudes. The characters in the story are the 13 historical figures along with God as the narrator. This book is written as a free-flowing poem, and each story is set in the time and location of the person’s story being told. Twice in the book God is referred to as “he.”

How does the perspective on gender/race/culture/economic/ability make a difference to the story?  The book is purely African American and focuses on the stories of African American ancestors throughout history and including present day. The stories are inclusive of genders, all socio-economic backgrounds and cultures as well. Given history, the book does portray white Americans in a negative and oppressive light. The story is most powerful in the way scripture is tied into the African American heritage, as introduced at the start of the book, and how the author has included God as a part of the stories as well.

Scripture: Amos 5:23-24

Theology:  As God’s creation we have a responsibility to love and care for one another. Life in Christ commands us to be devoted to one another through care, honor and sincere love. We are to put the needs and care of others above the care of ourselves, as God did for us through the life, death and resurrection of Christ Jesus. God demands justice and righteousness for all of God’s creation. God despises when we are complacent and ignore the needs of our Christian brothers and sisters.

Faith Talk Questions

1. Do you know someone who has suffered because of their race? Have you suffered?
2. How does God feel when people treat each other as less than God’s own children?
3. When has God called you to step out in faith and go against what everyone else is doing?
4. How can we care for all of God’s children when we see them being treated unfairly?
5. Did you know that God was involved in all of these historical stories?
6. How can we strengthen our faith and rely on God when we feel like we’re being mistreated?

This review is written by Union Presbyterian Seminary alumna Katie Todd.

Henry’s Freedom Box

Name of Book: Henry’s Freedom Box

Author: Ellen Levine

Illustrator: Kadir Nelson

Publisher: Scholastic Press

Audience: 3 – 99

Summary: Henry’s Freedom Box is the poignant, harrowing and true story of Henry Brown, an African American slave, who in the mid-nineteenth century escaped slavery by mailing himself to freedom.  Henry traveled 350 miles in a large box, sometimes upside down and always cramped, from Richmond, Virginia to Philadelphia, Pennsylvania, garnering national and international attention for the plight of slaves.  Henry’s story is not his alone.  The impetus for Henry’s escape is the selling off of his beloved wife and children.  His story is illustrative of the horrors families in slavery faced and the ways in which these families longed to love and grow together in peace and freedom and yet most often, if not always, encountered violence, degradation, humiliation, and separation.  The story gives voice to our human condition: the desire to know that we belong, that our lives matter, that the lives of our loved ones matter no matter how seemingly insignificant we or they are.

Literary Elements at Work: There are two important literary elements at work in this story: artistry and the straightforward narrative of Henry’s life and plea as representative of all life and everyone’s plea: I am a human being, and I long to be free. The paintings throughout this book are inspired by a mid-nineteenth century anti-slavery artist, Samuel Rowse.  Mr. Rowse’s original paintings of Henry were used to raise funds for the abolitionist movement.  Mr. Nelson uses crosshatch pencil lines, and layers of watercolor and oil paint for each painting, giving an aged, almost folk art feel to each scene.  These paintings are visually stunning; this is a beautiful storybook. Mr. Nelson’s facial expressions, use of color, and scene context provide a thoughtful engagement with the emotion of Henry’s story as well as a thoughtful understanding and interpretation of the word story Ellen Levine tells.  Ellen Levine tells the story of Henry’s life, from a young boy in his mother’s lap to his rending away and separation from his boyhood family when he is given to another master; and again in his later life, from his courtship and marriage to Nancy, resulting in three children, to his own family’s rending away and separation from him.  Throughout Henry’s tale, Ellen Levine cleverly gives voice to many of the atrocities that all slaves faced: agelessness, slaves did not have birth dates; namelessness, slaves did not have ancestral or recorded names; disconnectedness, slaves’ marriages were not honored and families were separated; powerlessness, slaves had no human voice, no economic voice, no political voice, no social voice, and yet, in the midst of social, political, economic, and personal isolation, slaves scratched, clawed and created a cultural and spiritual identity and network that enabled some to escape to freedom.  Interestingly, Henry gives himself a birth date when he arrives in Philadelphia.  Henry’s freedom date becomes his birth date, giving Henry in particular, and therefore slaves in general, a beginning grounding point. 

Scripture: Exodus 20:2 , Deuteronomy 5:12-15, Galatians 3:23-29

Theology: It is clear from the beginning of the Bible to the end of the Bible that the Lord God has created us (all of us—red and yellow, black and white) for freedom—freedom to worship, rest, provide hospitality and live faithfully.  Worship, rest, providing hospitality and living faithfully are not ways we seek to be free, rather we are free.  In freedom, we live as citizens of God’s kingdom and citizenship implies participation.  We participate in God’s kingdom when we worship, rest, provide hospitality and live faithfully.  The truth about Henry’s life and all life is that God intends, wills, and works for us to be free!  When we enslave one another, then no one is free.  I heard Bill Clinton say at Rosa Parks’ funeral that when he and his friends heard that black people no longer had to sit at the back of the bus, then he and his friends knew that they no longer had to sit at the front of the bus.  The old saying is true: as long as one human is not free, then all humanity is not free.  And that is not the way God intends our lives, wills for our lives, and works for, in and with each of our lives.  In Christ, we are heirs of the promise—freedom.

Faith Talk Questions:

Sit down beside your child, let her hold the book and turn the pages.  Ask her to point to the characters as you read.  Repeat this process on each page, considering the following:  In the story, Henry does not have a birth date; ask your child, “Can you imagine that?  Not having a birthday party?  Not knowing how old you are?”  You can ask a lot of “what if” questions about birthdays, imagining no presents, no parties, no friends or families to sing and celebrate with.  Tell your child, “Think about Henry’s mom, Henry, Henry’s wife, Henry’s children, Henry’s trip,” ask, “What do you think his mother is feeling?  Henry?  Henry’s wife?  Henry’s children?  What do you think about Henry’s trip?” Read other books on slavery and slavery’s after effects—Coming On Home Soon by Jacqueline Woodson, Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford, Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport, Coming Home: from the life of Langston Hughes by Floyd Cooper—just to name a few.  Take a trip to the Harvey Gantt Museum for African-American Arts + Culture in Charlotte, or look for a local museum or African-American cultural center in your community.  Consider and list other groups of people who have been treated this way in the past or are currently treated this way. Some groups who may appear on the list could include: Native Americans, children, Jews, homosexuals, and women. Explore our world with reference to slavery.  Talk about intercessory prayer.  What would an intercessory prayer look like, sound like, feel like for these—the enslaved?  Think of someone you would like to pray for.  Imagine that person.  Close your eyes and say a prayer from your heart.  Ask your child to say a prayer from her heart.   Paint, draw, write, sing your prayers from the heart.  This could prove to be a lifelong conversation.

Review prepared by Union Presbyterian Seminary student Kim Lee