BJU Press Blog

Little House and the Big Omission (Part 1)

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The wolves howl hungrily in the Big Woods, but inside the little log cabin a cozy fire projects the lively shadows of Pa’s fiddle playing while Mary and Laura sing along. Scenes like this one from the Little House series are still etched in my mind. My mother read each of the Little House books to us children, and I recently began reading them with my daughter.

This beloved series captures the essence of pioneer life. We experience the nineteenth-century American frontier with the Ingalls family on long journeys plodding across the prairie in a covered wagon, through relentless Dakota blizzards that nearly brought a town to starvation, and against harsh farming realities such as grasshopper plagues and hailstorms. We learn perseverance, discipline, family harmony, and courage.

Yet as I’m reading through this series as an adult, I’ve noticed a big omission in the Little House series. We take for granted that Little House is a wholesome Christian series. After all, the Ingalls family prays, goes to church, and lives morally. However, the Christianity portrayed in the Little House series is merely cultural, from dull Sabbath-keeping and moral judgments to religious platitudes, such as “The Lord helps them that help themselves.”

The gospel is conspicuously absent from the Little House series and so the shell of Christianity that remains implies a works righteousness that cannot save.

So as I read the Little House series with my children, I want to point out the instances of cultural Christianity and contrast it with biblical truth. This may help them recognize cultural Christianity today, such as when we hear politicians say “God bless America” with never a mention of Christ or our need for repentance, or when we interact with that likable neighbor who believes his moral life and good deeds and occasional church attendance earn him a title deed to heaven. As we enjoy the story of American frontier life, here are some discussion questions you can use to help children distinguish between the shell of religion and real life in Christ.

Naughty Cousin Charley

In Little House in the Big Woods (210–11), Laura was astonished at how Charley disobeyed and distracted his father. She couldn’t imagine being so naughty, and she thought he got what he deserved in being stung by the yellow jackets.

Discussion Questions

  • Do you think you are better than Charley (Luke 5:32)?
  • When we compare ourselves with other people, we often think we’re relatively good and that God will accept us into heaven. But what does the Bible teach us about comparison and our true state before God (2 Corinthians 10:12; Isaiah 64:6; Romans 3:10–24)?

Clichés

The Little House series is full of practical proverbs and optimistic sayings, such as “All’s well that ends well” and “Where there’s a will, there’s a way.” In Farmer Boy (146), Mother is frightened at the possibility of being robbed, but Father reminds her, “The Lord will take care of us.” She responds, “The Lord helps them that help themselves.”

Discussion Questions

  • Is “The Lord helps them that help themselves” a biblical proverb?
  • When it comes to salvation, is this proverb applicable (Romans 5:6-11; Ephesians 2:8-9)?

Getting Even with Snooty Nellie Olsen

In On the Banks of Plum Creek (168–76), Laura shows the normal human response of loving her friends and hating her enemies, seeking to get even with haughty Nellie Olsen by chasing her into the muddy creek area infested with bloodsucking leeches. Laura’s friend thought Nellie got what she deserved, and “deep down inside her Laura felt satisfied when she thought of Nellie dancing on the creek bank” (176).

Discussion Questions

  • How does Jesus say we should respond to our enemies (Matthew 5:43–48)?
  • What did Jesus do for those who were God’s enemies (Colossians 1:21–22)?

Ma and the Indians

Several times in the Little House series, the Ingalls family encounters Indians, much to Ma’s displeasure. In By the Shores of Silver Lake (82), she declares, “I always heard you can’t trust a half-breed.” The author observes, “Ma did not like Indians; she did not like even half-Indians.”

Discussion Questions

  • What are some reasons why Ma disliked Indians? Are there any people groups that you naturally fear or dislike?
  • Are there really different races of people or only one human race descended from Adam and Eve (Acts 17:26)?
  • How does faith in Christ break down ethnic barriers and give us a love for enemies (John 3:16; Colossians 3:11; Revelation 5:9)?
  • Contrast Ma’s attitude with the love and sacrifice of David Brainerd, who sought to bring the gospel to the Indians.

Stay tuned for Part 2  with more discussion questions to help us see the Little House series through a biblical worldview and gospel lens.

Works Cited

Laura Ingalls Wilder. Little House in the Big Woods. New York: Harper & Row, 1971.

———. Farmer Boy. New York: Harper & Row, 1971.

———. On the Banks of Plum Creek. New York: Harper & Row, 1971.

———. By the Shores of Silver Lake. New York: Harper & Row, 1971.

Today is Special Education Day

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image of illustrated children holding a banner that says special education day

All of us at BJU Press would like to say “thank you” to the teachers, parents, and administrators who work hard to help students with learning disabilities to reach their full potential. We interviewed Anna Hamrick, a teacher who assists struggling readers, to get her perspective on teaching. It’s my hope that her thoughts will be an encouragement as you continue helping your students.

1. How long have you been a teacher? How much of that time have you been working with students who have learning disabilities?

This is my ninth year teaching full-time. I also was a part-time substitute teacher in Greenville County for six years while I was home with young children. Thinking back, I believe I have worked with students with learning disabilities every year.

2. Where do you currently work?

I currently teach in the Learning Resource Center at Bob Jones Academy Elementary School.

3. How do you help the students at the Learning Resource Center?

I teach the third- through sixth-grade students who struggle with reading. We work on phonics, decoding, expression, comprehension, and many other reading skills. My desire is that the students will take what they learn in my class and apply it to their other reading assignments and to their recreational reading. Ultimately, I want my students to love to read!

4. How do you adapt BJU Press textbooks when teaching your special needs students?

The adaptations I make to the reading curriculum are minor. I definitely move at a slower pace. I also place a much heavier emphasis on oral reading. This gives me an opportunity to pinpoint areas of weakness in rate, decoding, punctuation, and expression. For my younger students, I often read the entire worktext page to them while allowing them to answer the questions independently.

5. Do you have any advice for teachers who teach students with learning disabilities?

Be patient and be flexible! Be prepared to adjust your plans if necessary. Sometimes learning disabled students need extra time with certain skills.

Be aware. Keep an eye on how your students are doing in all their classes. Communicate regularly with the parents and the general education teachers.

Be approachable. Make sure the teachers and parents know they can come to you for advice, help, and encouragement. Be prepared to give the general education teachers suggestions for accommodations in the regular classroom and to give parents advice for how to help at home.

 

Food, Friends, and Family

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Thanksgiving is my favorite holiday. Why? Because of its simplicity. There’s no need to decorate my house, no need to spend hours searching for the elusive “perfect” gift, and no need to stress about how to squeeze fifteen different social functions into three days. Thanksgiving is all about taking a day to reflect on what the Lord has blessed us with and enjoy the company of family and friends (and good food!).

Image of a little boy eating corn bread.

Yes, good food is a big part of this holiday’s appeal. Somehow, spending hours in the kitchen preparing food with my family members and friends ends up being therapeutic. We laugh. We share stories and swap recipes. We make a big mess and enjoy taking the time to clean it up. For this day and this day only, I don’t mind if my preschooler ends up covered with flour. I just laugh, snap a picture, and preserve the memory for years to come. I end the day tired, but it is a happy kind of tired, the kind of tired that comes when you know that your cup of blessings has just overflowed.

A few weeks ago, the Interactive Marketing Department here at BJU Press got together to enjoy a good meal and swap recipes. Below are some of our favorites. We hope you will enjoy them.

Vegetables

Byron’s Cheesy Veggies

Megan’s Corn Casserole

David’s Sweet Potato Casserole

Bread/Stuffing

Meredith’s Cranberry Stuffing

Nick’s Cornbread Muffins

Dessert

Carolynn’s Pumpkin Cake

Soup

Megan’s Comforting Turkey Noodle Soup (great to make with leftovers!)

What’s your favorite part about Thanksgiving?

A Pilgrim’s Thanksgiving

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When you hear the phrase “the first Thanksgiving,” what are some images that come to mind? You have probably seen enough artists’ renderings of this event to have a mental picture of fall trees, a table loaded with traditional Thanksgiving fare, and an assortment of Pilgrims and Wampanoags enjoying a peaceful meal together. A number of historians have exposed the mythical elements in scenes like that. For example, while there might have been turkey at the feast, there would not have been potatoes. The Pilgrims would have lacked sugar for sweetening cranberries and ovens for baking pumpkin pies. The menu may have even included such nontraditional items as mussels, crabs, and eels. Since furniture would have been scarce in Plymouth Colony, even the table itself is a questionable detail.

Historical errors have also crept into the way Pilgrim clothing is depicted. Large buckles on hats and shoes were not affordable for common people, and Pilgrim men probably would not have worn them even if they had been. Written records of the Pilgrims have revealed that they wore bright-colored garments, especially for festive occasions, rather than mournful black.

It’s also possible that the presence of the Indians at the Thanksgiving feast was not entirely comfortable for the Pilgrims. No doubt there were lingering tensions on both sides, despite peaceful relations on the surface.

But perhaps the one thing most of us lack in our mental picture of this feast is an understanding of the Pilgrims’ state of bereavement. The Pilgrims were undergoing a period of deep personal grief. Only about half of their number who had voyaged on the Mayflower had survived the first winter. Nearly every family had experienced a death. Only four of the married women were still living. Most of the Pilgrims at the feast were men or children under the age of sixteen.

The exact character of the 1621 harvest feast is a subject of debate. Some scholars think it was more of a festival than a serious religious holiday. But whatever the mood of the occasion, the fact remains that even in the face of excruciating personal trials, the Pilgrims took a day to celebrate God’s goodness. The Pilgrims at the first Thanksgiving teach us that giving thanks is an act of faith. A truly thankful person looks beyond the present difficulties to see God’s gracious hand opened, giving what is best. May we be reminded this Thanksgiving Day that we too are pilgrims on a journey planned and guided by an all-wise God. May we have the faith to lift our eyes above life’s barren fields to thank God for His bountiful blessings—past, present, and future.

What are you thankful for this year?

How Should I Teach My Son to Use Technology?

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Recently, my two-year-old son has developed a fascination with devices that glow and beep. And I’ve suddenly realized that I have to decide how I’m going to teach him to use the world of electronic devices that are at his fingertips. My own enjoyment of technology makes this an exciting task, but my knowledge of the pitfalls of using these tools has resulted in careful consideration of how to approach this aspect of parenting. Several ideas come to mind as I think about training my son to use technology wisely.

1. Treating People as More Important

First, I need to teach him that the people he is with are more important than whatever he can do on a screen. Christ taught the importance of other people in Luke 10. After a lawyer confirmed the law’s demand to love one’s neighbor, he asked Christ who his neighbor was. Christ clarified by telling the story of the good Samaritan, showing that our neighbors are those around us. In this area, I need to lead by example.

When I go to the park, I often see parents sitting on a bench, absorbed in their phones, while their young kids yell out, “Hey, Dad, look at me!” or “Hey, Mom, watch this!” The temptation to check my e-mail or even try to get things done just because I always have my phone with me could ruin opportunities to interact with my son or others. If he sees me focused on him or the other people around me instead of my phone, he will learn that the people around him are important.

2. Observing the Real World

I also need to teach him to learn by observing the world around him. Technology can aid in this observation. There’s an abundance of apps that allow us to learn details about the night sky and videos about fascinating aspects of nature. I can use these to assist, but I should also point him to nature off the screen as well. We could go on a nature walk or a hike. I can point out the little details I notice as we’re walking around outside or working in the yard. I can help him develop a lifelong habit of seeing God’s handiwork all around him and praising God for His great creation.

3. Using Time Wisely

Finally, I need to teach him to use his time wisely. Because he’s only two now, that probably means my regulating how much time he spends in front of a screen in comparison to playing with toys that build developmental skills or sitting in my lap reading books. As he gets older and has the ability to choose whether to read or play or use an electronic device, I plan to set some limits on how much time he spends in front of a screen. One good suggestion I’ve heard is to allow him to earn screen time by reading for a period of time; this will help him balance how he spends his free time.

I’m excited about the opportunity to teach my son how to wisely use the fascinating tools available to him. Each of us who works with children has the responsibility to help train them to use technology for the glory of God.

In your experience, what’s another lesson that’s important to teach children about using technology?

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Andrew enjoys helping others use technology in a way that glorifies God. He and his wife help with the children’s ministries at their church. Along with their three sons, they like to read together about other people’s adventures and then go out and have their own.