Books my 19-22 month olds love (that we own):

These are some of the books my little ones regularly ask for or talk about. Disclaimer: These books are on nearly all the recommended book lists.

• Colors by DK Publishing 

We received this board book as a gift, and it has been a favorite from the start. It has no plot, merely brightly colored photos highlighting a common color. However, it has provoked much conversation, first about the objects and now the colors themselves.

• If You Give a… Series by Laura Joffe Numeroff 

Speaking of Felicia Bond, my kids also love this series. Their favorites are If You Give a Pig a Party (it has balloons and lots of animal friends) and If You Take a Mouse to School. Judah loves the latter, although I have my suspicions that the book’s fascination lies in the built up anticipation of the page near the end with a basketball on one side and a soccer ball on the other. Sometimes he loses interest after that page and always asks to go back to it.

• Corduroy and A Pocket for Corduroy by Don Freeman 

Both kids beg to read about this little teddy bear. They love the scenes where the bear is sleeping, watch carefully for the little girl, and jabber about Corduroy’s pocket. Each book ends with a scene of affection between the girl and her bear, which of course we have to imitate each time. The “nuzzle noses” scene at the end of “A Pocket for Corduroy” has become a new and frequent form of affection in our home.

• Hop on Pop by Dr. Seuss 

They seem to enjoy each of the Dr. Seuss books we have, although the longer “Horton Hears a Who” usually requires two sittings. By far their favorite, however, is Hop on Pop (with second place belonging to Fox in Socks, possibly because they sense the readers’ preference for the silly tongue twisting book). They love the Ball Wall sequence and the Mr. Brown picnic adventures. 

As a side note, reading Dr. Seuss (or really any of these books, I’m afraid) has resulted in memorizing Dr. Seuss, and he comes up in our daily life quite frequently. The kids’ phone play often initiates a recitation of “Hello? Hello? I called you up to say hello. I said hello. Can you hear me, Joe?”, blocks turn into “A Quick Trick Block Stack,” and I don’t care to admit how often we quote “Luke Luck Likes Lakes” or “Let’s have a Little Talk about Tweetle Beetles.” I just hope “Jabberwocky” and “Cabbages and Kings” get as much attention in five years.

• Caps for Sale by Esphyr Slobodkina 

This peddler taught our kids one of their first animal sounds, and they are probably the only kids around who say, “tsz, tsz” for monkeys while shaking their finger instead of “ooh, ooh” while scratching their armpits. When we went to the zoo, Little Girl walked around the monkey house shaking her finger and declaring, “tsz, tsz.” I had to pull her back to the path several times, she was so excited. Judah came alive when his idea to put two caps on his head spurred a mini-reenactment and recitation of the book in the back yard. They’re still sometimes convinced our tree has monkeys in it. It has been delightful to watch their pretend play develop, although, truth be told, I am the one doing most of the acting and quoting for this game so far. They just watch and enjoy. 

Lloyd Alexander, Prydain series

(written ages ago)

Finally, I have found a series that I believe young boys will love, and the messages in the series are wonderful! Nevertheless, not long before now, I would have been far too self-righteous to read or dare enjoy books with titles such as “The Book of Three” or “The Black Cauldron.” Now having read them, I would recommend them to any elementary aged student, especially boys.

They are the Lord of the Rings stories for younger readers. Besides featuring younger characters, shorter books, and easier vocabulary, these books are less intense than Tolkien’s (however, for especially fearful readers, these stories are not less intense than the Narnia series). Without losing excitement or opportunities for valor, Alexander manages to keep especially frightening scenes brief. Also, Alexander’s characters frequently lighten the scene with humor: for example a sort of talking pet frequently worries about “crunchings and munchings,” the girl chatters about everything, and a bard’s magic harp snaps a string whenever he exaggerates.

In each book, a subtle theme or moral can be drawn out. Each of these morals harmonizes with the Christian worldview. In the first novel, Taran learns that each member of a group is important to the completion of their quest. Not only must each rely on the others and overlook their seeming weaknesses, but if any one member of the group failed to play their part, the entire quest would fail. In The Black Cauldron, he learns about the sacrifice and humility necessary to good leadership. At The Castle of Llyr, Taran demonstrates his own character by pursuing another person’s good that brings sorrow to himself. Then as he succeeds and fails as Taran Wanderer, he realizes that the nobility that matters is nobility of character, not of birth. Finally, The High King brings all of the lessons Taran has learned into one final test of wisdom and courage.

Besides these lessons, there are many other opportunities to view courage, loyalty, and the importance of fighting against evil. One of the most poignant moments in the book is worth detailing here. In the story, a man fighting on the side of right dies in traitorous pursuit of his own glory. Another character, throughout the story consistently self-centered, frequently willing to endanger others and the mission for his own reputation, at last gives his own life to stop evil from prevailing. Taran is surprised that both are honored in death. A wise and courageous knight, Gwydion, explains to Taran,

“It is easy to judge evil unmixed… But, alas, in most of us good and bad are closely woven as the threads on a loom; greater wisdom than mine is needed for the judging.

“King Morgant served the Sons of Don long and well… Until the thirst for power parched his throat, he was a fearless and noble lord. In battle he saved my life more than once. These things are part of him and cannot be put aside or forgotten.

“And so shall I honor Morgant, … for what he used to be, and Ellidyr Prince of Pen-Llarcau for what he became.”

These stories are full of fun and adventure, but their real value consists in spurring readers on to nobility of character.

The Jesus Storybook Bible

(again, written ages ago)

Each story in this collection is tied to Jesus, and is profitable for adults as well as for children. The Old Testament is spectacular, explaining the stories in terminology that then easily transforms into a description of Christ. Readers will understand how each event of the Old Testament shows the brokenness of man’s heart or paints a picture of the One who fixes hearts. Lloyd Jones also traces the promise of Jesus through Abraham’s offspring. She frequently points out that God’s people are not chosen for their obedience—they are not obedient—but because of His amazing love.

One of the best stories surprised me by being included: Genesis 22. After telling the challenging, heart-wrenching account of Abraham being asked to sacrifice his son, Sally Lloyd-Jones closes this way: “Many years later, another Son would climb another hill, carrying wood on his back. Like Isaac, he would trust his Father and do what his Father asked. He wouldn’t struggle or run away. Who was he? God’s Son, his only Son—the Son he loved. The Lamb of God.”

Please read it.

Christian Fiction, part 4

(written ages ago)

Stepping Heavenward
by Elizabeth Prentiss

This is a lovely little book that makes a girl want to love God more, yet tells very plainly the truths of sinfulness. In every case, it is discreet, so that it may be read by even a young girl. However, I believe that an intermediate girl would benefit most from reading it. Advanced readers should read it also, because its lessons remain helpful.

Never are the lessons preachy, though. Because Prentiss wrote the novel in a journal style, each recording of a sermon or text is from the perspective of the protagonist, and therefore is introduced and appreciated through her life. Loving Christ is made gradual and beautiful, and there is so much wisdom about the individuality and the universality of the Christian walk and Christian growth. At the same time, life is shown in much pain and sorrow, although the lesson learned from suffering is joy, pure, great joy. All young women, and perhaps older women, should read it.

Christian Fiction, part 3

Elsie Dinsmore

The Elsie Dinsmore series has the misfortune of being recommended widely throughout the Christian home-schooling community. At first glance, the stories are charming and strongly uphold Christian character. However, Martha Finley does not demonstrate Christianity accurately or appealingly. Elsie rarely sins, and the few sins she has are not addressed well. In addition, her primary temptation is not considered a sin by the majority of Christians today.

Elsie has almost no faults, although she repents of several throughout the series. Her faults mostly consist of thoughts or feelings that last no more than a few seconds before she implodes into days of tears and repentance. While many girls raised in Christian homes may find that their faults are primarily within their heads and hearts, the author could have helped such readers by making these faults more explicit, or more realistically long-lasting. Also, giving Elsie the comfort of the cross and the Holy Spirit earlier in her repentance would be advantageous not only to her own fictitious soul, but also to the souls of girls encouraged to emulate her.

Her other sins seem accidental. Though I don’t claim to know the hearts of other readers, I am willful sinner. Elsie’s example discourages my will to obey by showing how impossible true obedience is, instead of the intended effect of encouraging by her example.

In addition, much of the plot of the first two books surrounds a “sin” that is no sin. Elsie is commanded on several occasions to play on Sunday, which she considers a mortal sin. She refuses, courageously enduring peril to her health. Again, because this is not considered sinful by many orthodox interpretations of scripture, her courage seems wasted. In sum, the books do little to encourage young saints in their process of sanctification, despite their technical adherence to orthodoxy.

Christian Fiction, part 2

Patricia St. John

Elementary readers will love Patricia St. John's stories. I still do. St. John skillfully presents the gospel in every story, often tying it to particular Scriptures by showing how God saves us from darkness, death, fear, or other aspects of man’s sinful condition. The books rarely, though not never, preach; the characters are identifiable and likable. Each has an interesting setting or plot, too. A few may be more interesting to girls than boys, but many will appeal to both.

Her best work, Treasures of the Snow, takes the reader to the Alps and climbs up among the goats and flowers. Annette and Lucien, the main characters, learn lessons of forgiveness, both God’s forgiveness of us and our forgiveness of others, when Lucien is responsible for crippling Annette’s little brother. Other fun settings include England, North Africa, and New Testament Palestine. While showing some serious situations, St. John keeps the tone of her works appropriate for children.

Foreign missions is depicted from several different angles. In two separate books (The Tanglewoods’ Secret and Three Go Searching), children are raised apart from their parents because the parents work as missionaries. This may require some discussion. Other books also show missionary work.

Another reason I love St. John’s works is because she actively demonstrates in many of the books how and why all Christians, even children, should evangelize the lost. Each protagonist has a family member, friend, or community that needs the same Savior that the child himself finds. Again, without being preachy, St. John shows the gospel active in lives and hearts.

Christian Fiction, part 1

I have mixed feelings about Christian fiction. There is value in explicit references to God, the Bible, and living a faithful life; all these help with understanding and learning from a work of fiction. The problem lies in the many works of “Christian” fiction which do not represent Christ well. Either they are extremely secular in content or worldview, or the author presents orthodoxy in an unflattering light. In the following series of posts, I want to examine a few varied works which fall into this category.

Christian Romance

In general, I have come to believe that this is a terrible genre. Nevertheless, here are two exceptions to my general dislike of authors in this category. The first is Janette Oke. Oke’s romances for the most part are wholesome, but more importantly, the theme of her stories does not center on the romance, but on living the Christian life. In a simple way, she writes of various trials in life, and—without being preachy—shows how faith brings her characters through each. The lessons learned in each story are not very profound, but are nevertheless worth telling. An intermediate reader would be mature enough for her works.

The second author I enjoy is Francine Rivers. Many of the topics discussed in her novels are mature, so readers should be advanced (maybe even married in some instances). Yet she deals with these mature topics with honesty and adheres to essential Christianity (for example, showing man’s sin, but also the greatness of God to forgive and change His people, showing the difficulty Christians may have in obeying Christ). Her novels often focus more on the application of Christianity to difficult circumstances than on romance, yet her character development suffers no lack as a result.

Boxcar Children

by Gertrude Chandler Warner

The Boxcar Children series has easy chapter books for young elementary children. With the approval of the parent, these adventures may be enjoyed by all ages.

Pros:

- The children model a strong work ethic. Adults around them encourage them to continue and improve their work ethic. Only a couple books of the series do not make work a heavy theme. #18 would be a negative exception.

- The children enjoy their work and often find ways to make even dull or difficult tasks fun for one another, especially for Benny while he is young. See especially #1, #2.

- In solving the mysteries, they often are able to serve and show love for others. Compassion for the hurting is featured in many books, as well as a strong loyalty to family. See especially #3, #4, $7, #16.

- In spite of being children, the family finds ways to be useful and productive. They are not hindered by their youth. See especially, #1, #4, #10, #19.

Cons:

- While the work ethic and independence of the Boxcar Children in many ways is positive, the series has received criticism because the children often seem independent of adult assistance and input. With only a few exceptions, this criticism accurately represents the series (#1, #3, #17 are positive exceptions). A child who struggles with being too independent may feel condoned in this failing. Conversely, a child who is too dependent might be given greater confidence by reading these adventures. The parent or teacher should use discretion.

- While the Boxcar children are presenting a good example of numerous character traits to the reader, few flaws can be found in any of the children or other main characters. These faults often do not play a major role in the plot, although they are always portrayed as legitimate failings. Again, the parent or teacher should use discretion; the reader should understand that all humans err and are in need of correction. Positive exceptions: #2, #3, #4.

- Book #9 contains a reference to evolution. The theory is treated as fact by the characters.

Note: Only the first 19 books in the series are written by Gertrude Chandler Warner, though later ones also bear her name. Multiple authors wrote the rest of the series, and many of those books only partially or poorly present the values of the original author. This post should be considered a review of the original 19 works.

Ender's Game

by Orson Scott Card

After an intermediate or advanced child has been taught to discern biblical worldviews and to celebrate them, he learns to discern unbiblical worldviews and to denigrate them. Then there will come a point when the student must learn that, while the author writes from an unbiblical worldview, he has touched on some deep or poignant truth that should be celebrated. Ender's Game falls into just such a category.

The worldview is decidedly humanist. Although the action of the story follows the conflict between man and bugger--a storyline that seems almost silly in the telling--the true conflict is between Ender and himself. The question haunting Ender through the book asks, "Is Ender like Peter?" Peter, who hurts animals for pleasure and was rejected for the position Ender later receives, represents an evil heart. But even Peter's evil is eventually diminished; Ender writes his brother's memoirs, showing how Peter can be understood. Perhaps fate made him cruel, so he cannot be culpable, the author suggests. Or perhaps he wanted something good, but wanted it too much. No. This part of the worldview must be rejected. Man is evil. He needs redemption from sin, not explanation and understanding.

Compared to such a grievous error, the truth I argue to be worth celebrating may seem trivial. Orson Scott Card is a talented author. In Ender's Game, he skillfully relates human emotions, in particular, loneliness. (Card's loneliness is existential, c.f. Kierkegaard or Nietzsche). Not only does he expertly describe loneliness, but he explicates the thoughts and situations surrounding loneliness with poignancy. This ability to portray human emotion is laudable because loneliness is so universal a feeling. The Fall separated man not only from God, but also from other men. Unregenerate man definitely experiences this isolation, and while Christians' community in the Church is partially restored, a full sense of companionship will not be experienced until our Glorification. Card does not depict the biblical reason behind loneliness, though. His genius is merely in expressing it. Because of that, this book should be kept for advanced readers.

Cry, the Beloved Country

by Alan Paton

Anyone who has tasted redemption should read this book. Anyone who needs redemption should read this book. Yet, as a warning, this book is heavy. Only by great heaviness can thene be a true need for redemption.

I do not know whether Alan Paton believes in the gospel, but his priest characters certainly do. Their gospel brings forgiveness for real sins through Jesus Christ's death alone. Through them, the worldview is phenomenal.

I recommend Cry, the Beloved Country to advanced readers, however. Intermediate readers may not be ready for the sin portrayed (e.g. a woman in poverty turns to prostitution); also, they may need to be led through the political and social justice issues. Beyond that, everyone should read this story of redemption.

A Christian Tale of Adventure and Survival In Spite of Tremendous Odds, Displaying the Will of Providence

and the Glories of a Merciful God While Exploring a Savage Country for the Preservation of Life and the Furtherance of the Gospel Among Foreign Persons.

or Robinson Crusoe by Daniel Defoe

Daniel Defoe presents a biblical worldview clearly in his tale of adventure and survival on a remote island. Robinson Crusoe contains acceptable content for any age; however, the vocabulary difficulty will deter many readers. Also, I found the book less interesting--slower-- than I had expected in a story about survival on a deserted island. Boys will perhaps enjoy the book more than girls.

The most enthralling aspect of Robinson Crusoe was Crusoe's spiritual journey. Crusoe freely admits that his sins of discontent with his allotted life and disrespect for his parent's wishes resulted in his predicament. After some years on the island, he opens his neglected Bible and repents, glorying in God's mercy to him. For the rest of his adventure, Christianity plays a distinct part in his choices and attitudes. When he meets Friday, he shares the Gospel with him, and he carefully considers what action most carefully follows God's moral will.

Much of the book follows Crusoe's exploration of the island, pursuit of sustenance and comfort for his life on the island, and various attempts at escape. I thought the plot proceeded slowly, but another reader might disagree. All in all, Robinson Crusoe did not become a favorite, but it was definitely worth reading.

Ella Enchanted

by Gail Carson Levine

Ella Enchanted delves deeply into the tale of Cinderella, explaining the familiar plot freshly while adding a beautiful portrayal of sacrificial love. The short chapter book can be easily read by an elementary student, but would make a fun read-aloud for younger children. Much of the story directly interests girls more than boys, though. Inappropriate content is restricted to mentions of 15-year-old Ella marrying a much older man and some mild violence of the sort that frequently occurs in fairy tales. The love story builds slowly, resting on mutual interests, honor, and integrity.

This telling may be more beneficial to children's character than the original, because the addition to the plot thoroughly explores free will as a concept. Ella is forced to obey any command due to a "gift" given to her at birth by a fairy. Nevertheless, she often finds ways of rebelling while following the letter of commands. While this attitude is not specifically denounced, the book frequently discusses the value of obedience for love's sake, or at least obedience that is chosen. At the same time, because of her "curse," Ella sees how both virtuous and wicked people use the power they possess. A younger child will witness in this book the value of choosing obedience, and choosing an appropriate attitude for obedience; but an older child may begin to explore spiritual ideas of free will, seeing the beauty of God in His decision to grant free will to man.

In analyzing other books, I have criticized those books which demonstrate man as his own savior. Although Ella ultimately does release herself from her curse, this book does not espouse humanism to the same extent. First, Ella herself frequently seeks help from others, most particularly her fairy godmother and the original "generous" trouble-making fairy. She must often work together with others to do good or accomplish goals. Second, like all the other humans and creatures in the tale, Ella has strengths and weaknesses (though not many of the wicked characters have definable strengths). Finally, the story more clearly displays the beautiful truths of free will than other humanist works. Although the author does not acknowledge God, the reader is given ample opportunity to rejoice in His works.

Character Lessons in an Adventurous Semi-Christian Novel

Caddie Woodlawn by Carol Ryrie Brink

Caddie Woodlawn is a lot of fun to read, for girls, but boys may also enjoy it; and while only elementary readers will have the skill to read it alone, the book would make a great read aloud for younger children.

Brink reveals her semi-Christian worldview in the novel, basing Caddie's adventures on the stories she heard of her great-grandmother's childhood. The family explicitly believes in God, even the Christian God, but they do not allow their faith to infiltrate much of their lives. In addition, the characters all have failings, so they do not believe that man is perfect. However, the gospel is never spoken of or implied. Their religion may not extend past a form of: "Do your best, and let God do the rest." The characters do learn to do their best through the chapters, and Brink (with the reader) lauds their successes.

The real strength of the book lies in these numerous and well related character lessons. Caddie and her siblings learn lessons which seem distinctly American, although true ethics like these are universal. She demonstrates courage while fighting prejudice and rumors about the local indians; she learns maturity and compassion in interacting with others, while fighting off pompous the manners that can be associated with acting "grown up." When a local Indian asks her to care for his dog, she exhibits responsibility, and while her brothers (and best pals) are getting into scrapes and her sister is longing for companionship, she discovers loyalty and the importance of family. She also demonstrates patriotism, diligence, and humility as her family thrives on the Amercan Frontier.

Two Fine Ladies

The "Two Fine Ladies" series by Antonia Zehler charmingly suits any girly-girl early reader. I know of two books in this series: "Two Fine Ladies Have a Tiff" and "Two Fine Ladies: Tea for Three." In about 30 pages of one or two sentences per page, a young lady who loves pink, dressing up, and tea parties can learn a little about friendship and compromise. The illustrations show two girls ("fine ladies") who live in a pink cottage and drink tea, but look suspiciously similar to little girls playing dress up because of their long dresses that drag on the floor and sleeves that hang past their arms. Their hats and necklaces droop in just that "dress up" sort of way, too.

The moral of the stories are not deep, but nevertheless can be valuable lessons in friendship for young girls. In "Have a Tiff," the girls wake up grumpy and fight. Yet drinking tea alone is not fun, so they soon patch their friendship. In "Tea for Three," they pick up a bear (perhaps a teddy bear, grown real in their imagination?) while out on a drive in their pink love bug. He comes home to tea, but spoils it. They realize that they care for their new friend more than they care about spilled tea or cookie crumbs. If the lessons of friendship do not tempt the reader, the illustrations will be too delightful to pass up.

An Old Fashioned Girl by Louisa May Alcott

The themes of "An Old Fashioned Girl," the major being useful femininity, the minor being money, are tied together by the strand of healthy work. At first while reading this book, I was concerned by the strong presence of early feminism through the story, but Alcott's feminism is attractive and good. In one chapter, five single girls (though one is engaged) gather for an spontaneous picnic while discussing the ideal woman. Four of the girls are working girls--an artist, a sculpter, a music teacher, and an author--, and the fifth is inspired to spend her free time more usefully. Their ideal woman is strong, diligent, intelligent, and, relievingly, distinctly feminine. Alcott shows her ideal woman in development throughout the story, whose primary trait seems to be helpful, cheerful service to others.

The characters in "An Old Fashioned Girl" are presented with two paths of femininity. The first is self-centered and vain: concerned primarily in comfort, fashion, and romance. Alcott is careful to present the fun of fashion and society as well as its perils, because even the girl who is growing into the ideal woman enjoys pretty clothes and a night of beautiful music or dancing. Polly also falls into the temptation of flirtation and selfishness, though. The other path of femininity enjoys life and beauty, but adds to it by serving others or producing truly beautiful things. The ideal woman loves others and seeks their good through involvement in the arts, politics, family, and friendships. Alcott shows that a social life is necessary, but should not be the focus of life, and presents some of the temptations of pursuing pleasure. She exhorts her readers to see the work that is uniquely available to women, and pursue a useful path of femininity.

Masculinity is less developed, but shown in complement to femininity. The gentleman knows how to have fun, takes responsibility for his actions, and always treats women and girls as ladies. Alcott's ideal man would spur on women to femininity by providing a natural object of service, and by inspiring women by their own character. Her man is obviously not complete, but sufficiently furthers her presentation of femininity.

The second theme in Alcott's novel is money. The two main girls are contrasted by their financial circumstances, but Alcott shows throughout the book that it is not how much money one has, but rather how one uses the time and money available to them. Dishonorable poor are distinguished from the honorable poor in how they arrive at their poverty: the honorable are diligent and full of integrity. Wealth has two ethical sides also. The wealthy can be wasteful and greedy or unthankful, or they can modestly use their wealth to help others. Alcott demonstrates that lack or possession of money is an opportunity for good or for evil.

In considering how the characters used their time and money, I again paused with concern, for Alcott seemed inconsistent in portraying the culpability of her characters. At times, the characters recognized their failings, owned up to them, and "manfully" strove to change. Other times, she dismissed her characters failings as ignorance or distraction, especially when saying that the rich could be using their wealth to help the honorable poor find work. Upon further consideration, I concluded that when characters show responsibility for their actions, they do so individually. The glossed over faults are more general. Alcott seems to be using forgiveness to call her readers into the useful femininity she presents by saying that most of the wasteful rich are simply not aware of the need around them and the means they have to serve those needs. Then she shows her readers how to confess their faults and change by the individual actions of the main characters. In the meantime, this provides those who are already serving others with an opportunity to avoid judging those whom they see not serving.

The elementary student would enjoy the first five chapters of the book, describing Polly, Fanny, and Tom's childhood, but much of the remaining chapters would go over her head. Instead, the book should spur on a child beginning to develop her femininity, such as an intermediate child. The intermediate student would also be helped by some supplementation: coincide the reading of "An Old Fashioned Girl" with discussions of biblical masculinity and femininity, as well as an introduction to the feminist movement, especially noting its departure from proper gender roles.

Lois Lowry

Prior to reading these three books by Lois Lowry, I had only read that her books dealt with more serious issues than most children’s books, and had read and forgotten Number the Stars. What I heard of her intrigued me, and I wanted to discover what worldview produced these controversial works. Lowry’s ability to write about universal truths amazed me.

Perhaps least impressive is her view of God, though only because it is so obscure. Theism is not even mentioned in The Giver. In Gooney Bird Greene and Number the Stars, religion is only a part of culture. Annemarie is Lutheran because she is an average Dane. Her friend Ellen is Jewish because she is Jewish. God and any interaction with Him are irrelevant to their lives or at least to the story. Gooney Bird mentions a town church in passing, but her plot is not very deep in general. I still have questions about Lowry’s theology.

Lowry’s characters, however, are well rounded. They do both good and evil, wrestling between them. Annemarie struggles with whether lying is acceptable in protecting her Jewish friend; Jonas admits to breaking rules or being rude to others and apologizes. They see others whom they respect or fear also doing both good and evil. Significantly, the Giver himself admits failure with a former pupil. And in Number the Stars, Germans soldiers are sometimes shown to be kind or happy. Protagonists also deal with a variety of emotions and react complexly to each situation. This both demonstrates Lowry’s skill as an author and shows her worldview of man’s nature.

Finally, Lowry’s proficiency most clearly shines in her treatment of reality and ethics. Her deeper stories, Number the Stars and The Giver, show her ability to raise and navigate deep questions about universal truths. The plots become well rounded, because Lowry does not ask merely the easy questions. She does not stop at asking whether Annemarie will risk her life to protect her friend, she wonders with the girl whether it is ethical for her to lie to do so. And Jonas faces difficult decisions, because while he longs to share his new memories and joys with others, doing so would destroy the peaceful life of the community. He struggles with the loneliness of responsibility and must come to terms with atrocities committed by his loved ones, who have chosen ignorance and painlessness over choice and joy.

Lowry impressed me with her well rounded characters, then her well rounded plots, both of which showed her solid, though not definitely Christian, worldview. As a result, I want to read some non-fiction about the German invasion of Denmark, and I want to read more works by this author.

Gooney Bird Greene

Elementary age. This would be a perfect book for a first, second, or third grade teacher doing a unit in class on story-writing. Otherwise, the book has neither the interest nor a theme impressive enough to render it recommendable.

Number the Stars

Elementary age. This is a terrific book about defending the helpless. The content is serious, discussing the deaths of close friends and relatives who stood up for what was right, as well as demonstrating the dangers of protecting the helpless and the enigma of lying to protect the innocent. Still, the issues are presented simply and carefully enough to be acceptable for children. Examples: Annemarie deals with her fear on her mission by telling herself the story of Little Red Riding Hood. And just as all of Denmark is the bodyguard of the Danish king, so Annemarie and her neighbors are the bodyguards of the Jews. This book would supplement a study of World War II very well.

The Giver

Intermediate age. While not very long, this excellent book deals with a more complex theme than Number the Stars (instead of a threat to the sanctity of life, there is a threat to human emotions). The evil, too, is more complex, because the very characters that Jonas and the Giver seek to rescue also willingly participate in euthanizing the elderly and unwanted. Furthermore, there are a few vague references to puberty changes and increased sexual awareness, which are presented well but may be too mature for elementary readers. For intermediate readers, however, this book would expertly evoke consideration of deep truths.