Life's busy, read it when you're ready!

Create a free account to save articles for later, keep track of past articles you’ve read, and receive exclusive access to all RP resources.

Search thousands of RP articles

Articles, news, and reviews that celebrate God's truth.

Get Articles Delivered!

Articles, news, and reviews that celebrate God's truth. delivered direct to your Inbox!



News

Health minister will protect kids from nicotine, but not castration?

Last week, the federal government announced that it will “explore legislation and regulatory options” to address the growing popularity of youth using certain “stop smoking” aids. 

Specifically, the government is focusing on restricting access to nicotine pouches, which are tobacco pouches placed between the gum and cheek, with the intent being to counteract nicotine cravings.

Zonnic is one of the popular brands approved in Canada, with Health Canada stating that the 4mg per dose “is usually recommended for adults who smoke 25 or more cigarettes a day and want to quit smoking.” These pouches release the same addictive chemicals found in cigarettes, vape products, and chewing tobacco. In July 2023, Canada approved Zonnic as a natural health product, allowing it to be sold at any store with no restrictions. 

But these products have been marketed to teens with different candy-like flavors and colorful packaging. Federal Health Minister Mark Holland was having none of that: “To the tobacco companies that continue to look for ways to use loopholes to addict people to their products: Get away. Stay the hell away from our kids.” The BC government already took action last month, ensuring this product can only be sold over the counter in pharmacies. 

Yet, this same “keep away from our kids” minister, just last month, criticized the Alberta government for new policies that focus on protecting minors from gender transition hormones and procedures, that ban males from female sports, and give more parental control over sexual education curricula. Holland stated that the policies are “deeply disturbing.” 

Holland listens to the science regarding addictive drugs harming minors. Yet, when it comes to so-called “gender-affirming care” that does irreversible harm to children including sterilization, castration, and other genital mutilations (more harm than nicotine products could do), he would rather align with an ideological stance that fails to affirm a child's God-given sex. 



Internet

Technology in Reformed schools

With great technological innovation comes great responsibility.

In an era where the digital landscape transforms the way we live, learn, and connect, Reformed Christian schools stand at the intersection, navigating the delicate balance between embracing innovation and upholding their Bible-based values. The integration of various technologies – whether computers, YouTube videos, cell phones, iPads, or the hot-button topic of Artificial Intelligence (AI) – is forcing a profound question upon Reformed Christian education: How can we ensure that the transformative potential of technology aligns with and honors our Christian worldview? Are these tools mere distractions, pulling our focus away from the godly values our schools want to foster, or can these technologies be harnessed to deepen the connection between students and their Christian identity?

As the debate rages on between an impulse to retreat from technology entirely and the temptation to embrace it wholeheartedly, Reformed Christians have some complex decisions to make about how we will use technology in our classrooms.

Survey says 

To try to get an understanding of what’s happening in Reformed schools across Canada, I asked 20 of them to participate in a survey exploring their approaches to screen time, technology policies, and the broader digital landscape within their educational environments. The participating schools ranged from elementary to high school and consisted of Canadian Reformed, United Reformed, and confessionally Reformed (but not associated with a specific church) schools. Of the contacted schools, 12 schools responded.

Questions ranged from yes or no questions to also allowing principals and school administrators to expand their answers in anonymous anecdotes. I also spoke with school principals who were willing to share more about their experiences.

Among our survey respondents, the majority (92%) have specific policies regarding the use of technology in the classroom or on school property. It’s encouraging to know that most schools are recognizing a need to regulate the technology being used on campus. Most schools had guidelines for “Computer Usage Policy” for devices owned by the school as well as an “Acceptable use of personal devices policy.”

One school said no phones at all

Marc Slingerland is the principal at Calvin Christian School, a K-12 school in Coalhurst, Alberta. Slingerland said that his school has tried a few approaches with different rules for personal devices in different grade levels. Across the board, they had a no-phone policy, “no phones allowed to be seen or in class.” However, they found that for older students in grades 11 and 12, some parents felt more comfortable with them bringing phones to school knowing that they would be driving to the campus. Taking this into consideration, the policy was changed to allow for grades 11 and 12 to use phones during breaks in the foyer. The hardest part was that this became a long haul of policing students – Slingerland says they have now reverted to the original plan.

“There’s a set time and a set place at which it’s allowed. It’s constantly policing the boundaries and if they’re just going to the locker to get a book, they can easily quickly just check it. So, we actually went back. This is now our second year with no student devices on school property at all.”

When to introduce?

When it came to the introduction of school computer labs or school iPads into classrooms, the prevalent sentiment was that the early stages of a student's development may be better navigated without the intrusion of technology.

Paul Wagenaar is the principal at Jordan Christian School, a K-12 school in Lincoln, Ontario. When it comes to the younger grades, Wagenaar says that it’s rare for their school to introduce digital tech to students under grade 5.

“We intentionally keep technology out of the classroom in the early years as much as possible. The extent of the technology would be that each classroom does have a projector. Once in a while, there will be a video or something that will be shown to the students. But no use of iPads, or any electronic device in our classrooms up until grade four.”

Regarding the survey, most schools (with elementary-aged students) said that it’s between grade 3 and grade 5, that they start introducing technology like computers or laptops. “The exposure to technology in younger grades is limited to the teacher's laptop and projector,” one principal said.

Benefits in older grades

When it comes to older grades (grades 8 to 12), some schools pair each student with their own iPad or laptop just for their own personal use. This type of “1-to-1” approach aims to enhance the educational experience by embedding technology into the curriculum. This allows teachers to foster personalized learning, and prepare students for the digital demands of the modern world.

Jordan Christian School has taken this approach in their high school. Their principal shared that each student has an Edsbee account, which is a web-based K-12 learning platform for teachers to upload assignments, and mark grades and attendance. The teacher will then enforce when the laptops should stay closed during lessons, and when the laptops can be used. Wagenaar says that he has found this useful in preparing students for post-secondary endeavors.

“We feel that they need to be prepared for the world in which they live as well. So I think the benefit of students having their own device is that in those four years, they really learn it well, and they're well prepared for college or university or the workforce.”

While some schools take the 1-to-1 approach, others opt for the use of computer labs or Chromebook carts.

“The portable laptop cart has made student access to and use of technology much more convenient, with more opportunity than a standalone computer lab,” said one principal.

In terms of technology tools deemed helpful, the respondents highlighted a variety of platforms and applications such as Kahoot, Google Classroom, Google Docs, and educational apps like IXL and Scratch Jr.

Conversely, some tools, like YouTube, were identified as unhelpful due to potential distractions and inappropriate content. Interestingly, 75% of schools also said they have dealt with emerging technologies like AI in the classroom, including instances of students using AI to complete homework assignments.

Filters and firewalls 

A large challenge in having digital devices in classrooms is the ability to monitor students, and keep them from getting into trouble online. All schools said that they use online security safeguards and firewalls to protect students from inappropriate websites and distractions (i.e., computer games). For many schools, it's up to the teacher to enforce policies on how to use digital devices in class. Some principals voiced that they turn the screens on an angle so that the teacher can see what's happening on the screen.

One survey respondent mentioned that they use an app called “GAT Shield” which gives teachers access to see all of their students on their own devices.

“Teachers can also lock webpages, close tabs, push websites, and send out individual or class-wide messages. Additionally, we have filters set up using some of their presets and our own to flag explicit material, inappropriate language, violent images – weapons, etc.,” this respondent noted. “When a student has tried to access this material, it sends a link/screenshot to the teacher and account administrator's emails.”

In some of the specific policy guidelines, if students use devices in a way that violates school policy it can lead to the device’s confiscation for a period of time.

Years of research 

With firewalls in place blocking video and audio streaming apps like YouTube and Spotify, it can help to combat distractions – yet distractions to videos or inappropriate online content are not the only things Christian classrooms should be aware of.

In 2020, researchers and professors David I. Smith, Kara Sevensma, Marjorie Terpstra, and Steven McMullen put together a three-year study on the use of technology in Christian schools titled Digital Life Together: The Challenge of Technology for Christian Schools. This comprehensive study relied on a variety of research methods from documentary video, interviews with students, staff, and teachers, as well as focus groups. Two of the authors, Marjorie Terpstra and David Smith, are researchers at Calvin University's education department. Something notable they found in their research was students' openness to talk about their online shopping habits during class. Smith noted:

“The most common form of distraction was going shopping. It wasn't playing games. It wasn't social media because that was mostly filtered out by the school. It's really quite a recent thing.”

He mentions that distractions have always been a thing with or without technology in the class. Whether it’s passing paper notes or a student hiding the book he’s reading under his desk, it's not a new phenomenon. But, online shopping in class is something all too new. During one of the student interviews for the book, Smith mentions a student who was proactively open with her shopping habits… in Bible class. She shared:

“It's great because in Bible class, you can take notes faster and you can get the assignments written faster, and then while the teacher's talking, you've got time to go shopping.”

Smith says that parents and educators need to be aware of this online shopping phenomenon because this consumerism mindset is often something that is tossed under the rug:

“Access to sexual material online, access to the wrong views about sex, some worry about cyberbullying and violence and violent material and so on. Very little worry about shopping, right? Because that's not something that the Western middle-class Christians worry about very much, we're as gung ho about that as everybody else.”

Smith says that as Christians, we need to be counter-cultural in not succumbing to the world's ideas of “spending time lusting after consumer goods.” Parents and teachers need to change their mindset to acknowledge these discrepancies by teaching students to be discerning with their online habits.

Christian education should be designed to equip students for the real world

Overall, in conducting this survey with Reformed schools it's evident that technology in the class is something that we cannot run from. Instead we should be teaching students to use it well. Terpstra alludes to an important truth, that Christian education is an opportunity for students to grow in community with one another, learning how to live and make choices.

“They get to enact their faith right now. It's not like you are in school so that someday when you grow up, you can enact your faith, but technology and other choices that we can make can help them to be Christians right now.”


Today's Devotional

March 29 - Cross purposes: Reconciliation

“For if while we were enemies we were reconciled to God by the death of his Son, much more, now that we are reconciled, shall we be saved by his life.” - Romans 5:10 

Scripture reading: Romans 5:1-11

Hostility surrounds us, mars relationships, nation to nation, husband to wife, brother to brother. There is a crying need for reconciliation, for restoration to harmony. This…

Today's Manna Podcast

Hope of the Morning Star

Serving #431 of Manna, prepared by Jake Torenvliet, is called "Hope of the Morning Star".











Adult biographies, Book excerpts, Book Reviews

Chiune Sugihara (1900-1986): a Japanese bureaucrat who saved Jews

This is a chapter from Dr. Glenn Sunshine’s “32 Christians Who Changed Their World” and is reprinted here with permission of the publisher. *****  In the mid- to late-1800s, Japan ended its long centuries of isolationism and opened to the outside world. Knowing the de facto loss of sovereignty in China to Western nations in the aftermath of the Opium Wars, Japan decided not to give the industrial powers an excuse to do the same to their country. They rapidly industrialized and patterned their government on superficially Western lines while preserving the existing power structure. Then they started building their own empire, starting with taking Chinese cities following the model of the Western powers, and then moving on to take Korea and Manchuria (northeast China). After World War I, the Japanese continued to build their empire in China as well as setting their sights on other areas in the Pacific. Given that Britain, France, and the Netherlands all had interests in the western Pacific, the Japanese allied with Hitler on the principle that the enemy of my enemy is my friend. Although the Japanese had a culture of obedience to superiors and especially to the emperor, at least one man and his wife gave their first allegiance to God over the empire. His name was Chiune Sugihara. Sugihara was born into a middle-class family in Gifu Prefecture in Japan. His father, who was a physician, intended Chiune to go to medical school. Chiune had other plans, however: he intentionally failed his entrance exams by writing only his name on the tests. Instead of medical schools, he entered Waseda University in 1918, where he majored in English. While there, he joined Yuai Gakusha, a Christian fraternity. In 1919, he passed the Foreign Ministry Scholarship exam and was soon sent to Harbin, a city in Manchuria, China, to study German and Russian. He graduated in 1924 with honors and was promptly hired by the Foreign Ministry as deputy foreign minister in Manchuria.             During this period, Sugihara joined the Russian Orthodox church and was baptized as Pavlo Sergeivich Sugihara. He married Klaudia Semionova Apollonova, a Russian woman, though they divorced in 1935 before his return to Japan. While in Harbin, Sugihara was involved in negotiations with the Soviet Union over the Northern Manchuria Railway. Manchuria was under the control of Japan at this time, and Sugihara was disturbed by the poor treatment of the Chinese. He resigned in protest and returned to Japan. Back home, Sugihara married Yukiko Kikuchi. The two would have four children. He was sent as a translator for the Japanese legation in Helsinki, Finland, in 1938. In March 1939, he was appointed vice-consul of the Japanese Consulate in Kaunas, Lithuania, where he was expected to report on Soviet troop movements. What he actually did there, however, was far more important. Kaunas was full of Polish Jewish refugees fleeing the Nazis. One day, Sugihara was in a gourmet food shop. An eleven-year-old boy named Solly Ganor, the nephew of the shop’s owner, was also there. His parents were Russian Jewish menshevik refugees. Solly was concerned about the fate of Polish Jews and had given all of his money and Hanukah gelt (money given as gifts during Hanukah) to aid them. But then he heard that a new Laurel and Hardy movie was showing in town, and so he went to visit his aunt Anushka in hopes of getting a lit (Lithuanian dollar) to go to the movie. Sugihara overheard Solly and offered the boy money. Solly, who had never seen an Asian before, did not know what to make of this offer, so he mumbled that he couldn’t accept money from strangers. Sugihara said that he should consider him his uncle for the holiday, and since that made him family, it would be alright to accept the money. Solly looked into the stranger’s kind eyes and impulsively said that if he was his uncle, he should come to the family’s celebration of the first night of Hanukah, 1939. Sugihara and his wife were delighted to accept, and so they attended their first Jewish Hanukah celebration. They were warmly welcomed and long remembered the cakes, cookies, and desserts they had at the party. Most of the evening was a warm celebration of the holiday. But Solly’s family was housing a Polish refugee named Mr. Rosenblatt. As the evening wore on, he talked about the slaughter of the Jews in Poland under the Nazis. He tearfully told of the bombing of his house, which killed his wife and children. His story had a tremendous impact on everyone, especially the Sugiharas. The next day, Solly and his father visited Sugihara at the consulate. They found him phoning the Russians asking for visas to allow Jews to cross the border. In summer 1940, the Soviets formally annexed Lithuania. The Jews were desperate to get exit visas to leave the country, and in July Sugihara was awakened by a crowd of hundreds of Jewish refugees standing outside the consulate. Sugihara wired Japan three times asking for permission to issue transit visas for the Jews. (A transit visa would allow the Jews to travel through Japan on their way to somewhere else.) Three times he was told not to issue visas unless they also had visas to go to another country. Sugihara was in a difficult situation: if he issued the visas, he could be fired and disgraced; if he didn’t, the Jews would die. He and Yukiko agreed that they needed to follow their consciences even though they knew it would cost him his position, and the two went to work. From July 31 to September 4, Sugihara began writing visas by hand at a rate of 300 per day. He did not even stop for meals – he ate sandwiches that Yukiko left for him by his desk. He even made arrangements for the Soviets to transport the Jewish refugees via the Trans-Siberian Railroad (albeit at five times the normal price). The refugees began to arrive by the thousands begging for visas. When some began to scale the walls of the consulate, Sugihara came out and promised them he would not abandon them. And he didn’t. When he was forced to leave Kaunas before the consulate was closed, Sugihara spent the entire night before writing visas. Eyewitnesses said that he continued to write them on the train, tossing them out of the windows as he completed them. In the end, he simply signed and sealed blank visas to be filled in later. As he was on the verge of departing, he said, “Please forgive me. I cannot write any more. I wish you the best.” He bowed deeply to the crowds, and someone called, “Sugihara, we’ll never forget you. I’ll surely see you again.” No one knows exactly how many visas Sugihara wrote. Not all were used; some people waited until it was too late to leave. Others were for heads of households, so several people would travel under a single visa. The most commonly accepted number is that 6,000-10,000 Jews escaped the Holocaust because of Sugihara’s actions. Today, somewhere between 40,000 and 80,000 people are descendants of the Jews saved by Sugihara. Many of the refugees joined the Russian Jewish community in Kobe, Japan; others got transit visas organized by the Polish ambassador in Tokyo to a wide range of third countries, including to a Jewish community in Shanghai, China. The Nazis wanted the Japanese to kill or send back the Jews, but the Japanese ignored their allies. Ironically, Nazi propaganda worked against them here: the Japanese had heard from the Nazis that the Jews were very good with business and finance, and so they thought that having them would be an asset to Japan. The Jews for their part also played up Nazi racism against Asians, which also made the Japanese less inclined to listen to Germany about exterminating the Jews. Sugihara paid a price for his actions. He was posted to a variety of Eastern European posts during the war and was captured and imprisoned with his family by the Russians for eighteen months. They were released in 1946 and returned to Japan via the Trans-Siberian Railroad. In 1947, the Foreign Ministry asked for his resignation, ostensibly because of post-war downsizing, though some sources have claimed that the Foreign Ministry told them he was forced out because of “that incident” in Lithuania. He lost his youngest son that same year. Sugihara took a number of menial jobs to support his family. He even resorted to selling light bulbs door to door. Eventually, he was able to use his command of Russian to land a position as an export manager for a Japanese firm in Moscow. He lived there sixteen years, only visiting his family in Japan once or twice a year during that period. He eventually retired to his home in Japan. After the war, many of the “Sugihara Survivors” tried to locate him, but no one in the Japanese government or the Foreign Ministry seemed to remember him. Finally, in 1968, Joshua Nishri, economic attaché from Israel to Japan and one of the survivors, managed to track him down. All this time Sugihara had no idea whether his actions had saved anyone, and he was surprised and gratified to discover that they had: he felt that if he had saved even one life all his sacrifices would have been worth it. The following year, he and his family were invited to Israel, and in 1985, Israel named Sugihara one of the Righteous Among the Nations, the highest honor Israel can grant. Sugihara was too ill to attend the ceremony, so Yukiko and their sons accepted the award on his behalf. The family was granted perpetual Israeli citizenship, and one of the sons would eventually graduate from Hebrew University, speaking Hebrew fluently. Sugihara died the following year. The people of his community in Japan had no idea of what he had done until a delegation from Israel arrived for his funeral. Sugihara’s actions were clearly inspired by his faith. As he told his wife, it was more important for him to obey God than his government. His decision to aid the refugees was particularly influenced by his reading of the book of Lamentations in the Bible. He was a man of remarkable compassion, humility, courage, and faithfulness in carrying out the work that God had uniquely placed him to do....

Drama, Movie Reviews

The Great Dictator

Drama / War / Black and White 1940 / 125 minutes Rating: 8/10 Long before Hitler adopted it, Charlie Chaplin made the "toothbrush mustache" famous. Once Hitler adopted it, you might wonder why Chaplin still kept it. Might this 1940 film be the answer? Chaplin had been planning to take on Hitler even before World War II began, and his mustache helped him manage a fantastic impersonation of history's most infamous dictator. Chaplin plays two parts here, the hero and the villain. Adenoid Hynkel, the "Phooey" of Tomainia, a satiric take on Adolph Hitler, the Führer of Nazi Germany, The Jewish barber who fights for Tomainia during the First World War, and then loses his memory for the next 20 years When the barber leaves the hospital to finally return home, he opens up his barbershop, not knowing two decades have passed. He also doesn't understand why a man is painting the word "Jew" on his shop window, and goes outside to stop him. The barber was a soldier just yesterday in his own mind, so he won't stand for this! But two stormtroopers against one barber isn't a fair fight. Thankfully, the fight stops underneath the heroine's apartment window, allowing the beautiful Hannah to make good use of her frying pan, applying a solid "bong" to each stormtrooper's head. This being a Chaplin film, the poor barber gets a misaimed blow too, resulting in a hopscotching staggered dance up and down the street. From the moment we see Chaplin playing both parts, we know that the barber is going to save the day by replacing the "great dictator." But what a ride it is, getting there! Hitler isn't Chaplin's only target either. Benzino Napaloni, the Diggaditchie of Bacteria (think Benito Mussolini, il Duce of Italy), comes by for a visit, and the two compete to see who can be the more self-important. That this comic takedown came out right when Hitler seemed to be unstoppable says something about Chaplin's bravery and his outrage. He wanted the world to know who Hitler really was, even if he needed to use a fictional country, title, and name to do so. It might be worth noting that while Chaplin is best known for his silent films, this is a "talkie." Cautions The only caution would be the topic matter: war and the murderous megalomaniac who started it. But this is also black and white, and satire rather than drama, so some of the most shocking material has been muted by the format. Still, this could be a bit much for the very young. However, if kids know anything at all about the Holocaust, they'll likely be old enough to see The Great Dictator. Conclusion My daughters aren't the target demographic for a 1940s black and white World War II film that stars a talking 1930s silent film star. I was so sure they wouldn't be up for this one that, instead of trying to foist it on them for a family movie night, I decided to watch it on my own while they were busy with friends. But a few minutes in our youngest, 9, wandered by, sat down, and never left. The other two and my wife showed up midway, and after a bit of recap to clue them in, they all enjoyed the second half. So, a good film for the whole family? Maybe... if they're an adventurous bunch. My youngest told me that it helped a lot that I was there to explain some the World War II references being made. She already knew about the Holocaust, so she wasn't surprised that the Jews were mistreated, but to see it, even in this muted manner, did get her indignant. It's one thing to hear about people being picked on and singled out for persecution, and quite another to see even a bit of it. Overall, I would give this two very enthusiastic thumbs up! The film is available in both clear high resolution, and also in a variety of cheap knock-offs, so be sure to get the good one. There's even a colorized version that looks intriguing. Most libraries will have a version on DVD, and you should be able to rent it from places like Amazon. Check out the trailer below. ...

Book Reviews, Graphic novels

I survived the Nazi invasion, 1944

by Lauren Tarshis art by Alvaro Sarraseca 2021 / 158 pages Max and Zena are two Polish Jewish children who, at the time our story begins, have survived for almost five years living under Nazi rule. After Hitler's German troops conquered Poland, their mistreatment of the Jewish population started immediately. Jews were spat on, their synagogues burnt down, and their businesses destroyed. In the town of Esties, as happened elsewhere, Jews were forced to all move to the same small neighborhood, which was then walled off with barbwire so the Jews could never leave. With no employment, food was hard to come by, so when Max and Zena come across a raspberry bush just on the other side of the fence, Max decides to risk it. He slips through the wires to grab some berries. They both get caught. To save his sister, Max attacks the Nazi guard, whose gun goes off in the struggle, the bullet hitting the soldier in the knee. There's nothing to be done but to run, so off they both go into the woods. During the first long night in the woods, Max does some remembering, and we're given the siblings' backstory, how their aunt had warned them not to move into the ghetto, and how their papa had argued it was best just to go along with whatever the Nazis ordered. Their aunt soon disappeared. To America? That's what Max hopes. When the Nazis then take away Papa and the other men – to where no one is sure – Max and Zena are left to fend for themselves. Flashback complete, we see the two escapees stumble across a farmer. Will he help or turn them in? Thankfully he is a friendly sort, and after misdirecting the Nazi searchers, the farmer introduces them to the Polish underground. These are Polanders who have never stopped fighting the Nazis, and who have a safe place to hide in the woods. The siblings are delighted to discover that one of the underground fighters is their very own aunt! CAUTION When the Nazi soldier is shot in the knee, there is some blood shown, but not in much detail. A little more gory is a two-page recounting of a story that Max's father used to tell him about how David fought Goliath. We see rock-to-face with some blood spattering, but fortunately, the giant's beheading is dealt with just outside of frame (David is described and depicted as a boy, maybe of 10 or 12, and there is good reason to think he was an older teen instead). The scene is echoed some pages later when Max has to resort to hurling a rock to stop two Nazis about to shoot his sister. Again, we see rock-to-face, some small blood smattering, and, maybe more disturbing, a frame of the soldier, seemingly dead, staring up blankly. A gunfight follows, concluding with Max realizing that the Nazi trying to kill them is just a boy only a little older than himself. He realizes this just as his friend Martin fires and kills the young soldier. That's the most devastating scene in the story, made so not because of the blood spattering, but because we learn that Hitler was turning near-children into murderers. CONCLUSION This is a really well-done graphic novel, recounting a part of the war that our Canadian-Dutch heritage children might not be that familiar with: the Polish Jew's perspective. I'd recommend it for 12 and up, but add that many younger kids would be able to handle it too. There are plans in place for at least ten books in the I Survived... graphic novel series. So far, I've read seven and quite enjoyed six of them, though I don't think the others are as significant as I Survived the Nazi Invasion. The five other recommended ones are, in historical order: I Survived the Great Chicago Fire, 1871 – This is a bit of American history famous enough that many a Canadian has heard of it. A city full of quickly built wooden buildings goes through a heat wave, and while their fire department is impressive, one night they just can't keep up, and a one-mile by four-mile length of the city goes up in flames. This comic has it all, with the brave young lead willing to stand up to bullies and risk it all to save the girl. I Survived the Sinking of the Titanic, 1912 – Our guides are a pair of young siblings, including a rascal of a boy who manages to discover every last one of the Titanic's rooms, ladders, and passageways. While two-thirds of the passengers and crew lost their lives, everyone we're introduced to in this story makes it out, which makes it a relatively tame account of this tragedy. I Survived the Attack of the Grizzlies, 1967 – This is the story of what led to two fatal grizzly bear attacks occurring on the very same night in the US National Park system. Melody Vega and her little brother are visiting their grandpa at his cabin in Glacier National Park – their mom recently died, and their dad thinks it's important for them to head out to their traditional summer vacation spot even without her. But when a grizzly follows the girl right back to her cabin and tries to break down the door, Melody and her mom's best friend start investigating why the bears in the park are acting so strange. This isn't a Christian book, but the moral is that humans have to take better care of God's creation – Christian kids should recognize the stewardship implications. People were dumping their garbage where bears could get it, which made for great shows for the tourists ("Come to the back of our inn and see the bears up close as they eat") but which got the grizzlies dangerously familiar with people. It also harmed the bears physically, from the glass and trash they ingested along with the food scraps. There is some minor nonsensical environmentalism along with the stewardship message: kids are told they can protect wildlife by not buying single-serving bags of chips. It's quite the leap to go from showing the danger of feeding bears our garbage to saying that we're hurting them when we buy a big cookie wrapped in plastic. No, not if we throw the wrapper in the garbage. But this departure only amounts to a few sentences in the whole 150+ page book. I Survived Hurricane Katrina, 2005 – Barry Tucker's family tried to obey the mandatory evacuation order. But when all the roads leaving New Orleans were backed up for miles with wall-to-wall cars, and then his little sister got really sick in the car, they decided to turn back. They were going to tough it out at home, like they had for many a storm before. The difference this time was that a levee – one of the huge walls holding the stormwater back – completely crumbled, and suddenly the city, and Barry's street, were underwater. Even the attic wasn't high enough! Things get more dramatic when Barry gets separated from his family, falling into the flowing water. Then his resourcefulness and bravery are on full display, as he not only saves himself but saves a dog that he used to be terrified of. There is a happy ending for all at the end when Barry reunites with his family. The history here isn't as relevant to non-Americans, but this is a good story. One caution, or at least a point worth discussing with kids, would be the superhero character that Barry created with a friend, and how that fictional superhero serves as a source of hope for him and his sister. This is what unbelievers accuse Christians of doing – placing our hope in a fictional god just to make ourselves feel better. Here, Barry is actually doing so. I Survived the Attacks of Sept. 11, 2011 – 11-year-old Lucas loves football, but football may not love Lucas. When his parents tell Lucas that his third concussion in two years means he has to stop playing, he skips school. He has to go talk to his Uncle Ben, the guy who got him interested in football in the first place. Both Uncle Benny and Lucas's dad are New York firefighters, and Lucas is desperately hoping his uncle can get his dad to change his mind. But as he's talking with his uncle, we see the first plane hit one of the city's Twin Towers. Lucas has to stay behind as Uncle Benny and all the other firefighters head out to help. Author Lauren Tarshis initially considered having Uncle Benny be one of the victims but realized that would be too much for her young readers. So, all the main figures do make it out alive, but many of their friends don't. I thought this would be a heavy book for my kids. It wasn't, or at least not any more so than the others. I get it now – I lived through this and they didn't. It's just more history for them. I wasn't impressed with I Survived the Shark Attacks of 1916, where the new kid in town pranks his friends by spreading ketchup on the dock only to see a real shark swim up the river. Of course, now no one will believe him, and he ends up paying for his prank with a piece of his calf the shark bites off. That makes this unnecessarily grim. After all, why do kids need to learn about this particular shark attack? They can learn not to cry wolf without the panel-by-panel depiction of a shark attack. To be clear, it isn't super gory, but as there is no particular reason to get it, I'd argue there's also no particular reason to overlook any gore. I Survived the American Revolution 1776 struck me as too simplistic, with the main Loyalist shown as a bully and vicious slave-owner, while the boy revolutionary is brave and anti-slavery. Maybe its my Canadian roots showing, but, really? Additionally, the Lord's Name is taken in vain once. So, a couple to give a miss, but overall, quite a series. I'm looking forward to the ninth book, scheduled for Spring 2024, called I Survived the Battle of D-Day, 1944....








News



Featured



Today's Devotional

March 29 - Cross purposes: Reconciliation

“For if while we were enemies we were reconciled to God by the death of his Son, much more, now that we are reconciled, shall we be saved by his life.” - Romans 5:10 

Scripture reading: Romans 5:1-11

Hostility surrounds us, mars relationships, nation to nation, husband to wife, brother to brother. There is a crying need for reconciliation, for restoration to harmony. This…

Today's Manna Podcast

Hope of the Morning Star

Serving #431 of Manna, prepared by Jake Torenvliet, is called "Hope of the Morning Star".


Book Reviews



Movie Reviews



Other Recent Articles



Science - Environment



Holocaust



Children’s picture books



truth



hospitality