Year B - Proper 20, 25th Sunday in Ordinary Time, 17th Sunday after Pentecost (September 23, 2012)

Many of these texts read together could be a good antidote for the fall season’s over dedication to being the best, the greatest, Number 1.  Proverbs describes an impossibly perfect woman who fewer and fewer women take seriously.  Jesus in Mark insists that it is not about being "the greatest."  James warns that a lot of our problems rise in our ambitions and strivings.  Together they take us back to grace.  It’s not wrong to do our best, but we mess up when we obsess about it. 

Proverbs 31:10-31

X To help children understand how many women feel about this alphabet poem about “the good wife” read them the beginning of a similar poem about “the good kid.”  The children might call out each letter of the alphabet with the leader responding with the verse based on that letter with emphasis on the key word or phrase.  Talk about how this poem makes them feel.  Laughing, suggest other poems like “A Good Dad” or “A Good Teacher” or “A Good Friend.”  The point of all this is that none of us are that good and that is OK.

I I I I I I I I I I I I I I I I I I I I I I I I I I I

The Good Kid

A          A good kid is able to do whatever is asked.

B          “Be thoughtful and be kind to every person all the time” is the motto which a good kid follows every day.

C          Clean rooms, clean clothes, clean papers, and clean desks show the presence of good kid.

D          Doing what is right all the time is what a good kid always does.

E          Everyone thinks a good kid is wonderful and praise comes to the good kid every single day.

F          Football, basketball, baseball, soccer and all other sports come easily to the good kid.  Good kids are sports stars.

G          Good grades cover the reports of good kids.  They are excellent students.

H          Happy is the word that describes a good kid all the time.

                  Had enough?

This is my stab at it.  Feel free to use it as is or to edit freely.  Have fun.

I I I I I I I I I I I I I I I I I I I I I I I I I I I

Psalm 1

XScornful, scoffers, and chaff are unfamiliar words to most children, so choose your translation carefully and point out strange words before reading if needed.  (There is no translation that includes none of these words.  So, choose the one that fits you congregation and introduce its “hard words.”)

X Psalm 1 is an almost over-simplistic comparison of “the good” and “the wicked.”  To make the comparison visual, have it read by two readers (perhaps one wearing a dark shirt and pants/skirt and the other wearing a white or light colored shirt and pants/skirts).  One reads the verses about the good.  The other reads the verses about the wicked.  They begin standing back to back in the center of the sanctuary.  Each one turns to recite his or her verses facing the congregation then returns to the starting position.  This is most effective if the readers actually recite their verses from memory. 

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Psalm 1

Reader 1:        Happy are those

who do not follow the advice of the wicked,

or take the path that sinners tread,

or sit in the seat of scoffers;

but their delight is in the law of the Lord,

and on his law they meditate day and night.

They are like trees planted by streams of water,

which yield their fruit in its season,

and their leaves do not wither.

In all that they do, they prosper.

Reader 2:        The wicked are not so,

but are like chaff that the wind drives away.

Therefore the wicked will not stand in the judgment,

nor sinners in the congregation of the righteous;

Reader 1:        For the Lord watches over the way of the righteous,

Reader 2:        but the way of the wicked will perish.

                                                                                             NRSV

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NOTE: I used the NRSV in the script because this psalm is well known in this version.  For a translation with an easier vocabulary for children look at Today’s English Version.

X Visualize the major images in the psalm with a display that juxtaposes a lush leafy plant and a vase of dry brittle weeds/straw.  (BTW, talk in advance with the flower arranger so the weeds aren’t an elegant display!)  Point to the displays before reading the psalm or talk about them during the sermon to explore the psalmist’s message.  Ceremoniously carry the weeds from the sanctuary following the reading.

Wisdom of Solomon 1:16 – 2:1, 12-22

X This is a very adult passage.  It asks the reader to see the world through the thoughts (through the eyes) of the enemy.  Children, however, have trouble learning to see what they do and say through the eyes of their friends.  Seeing through the eyes of the enemy is simply beyond the mental ability of the younger children and is a stretch for the older ones.  So, I’d skip this with the children.

X If you do read this text in worship consider the Roman Catholic lectionary suggestion that we read only 2:17-20.  That focuses the reading considerably.

Jeremiah 11:18-20 and Psalm 54

Both of these are fairly sophisticated responses to the crucifixion and resurrection.  They require a great deal of explaining to children.  Today, I would stick with simply retelling the Passion story.  See suggestions under Mark 8 below.

James 3:13 – 4:3, 7-8a

X The Roman Catholic lectionary again streamlines this rather long repetitive text to James 3:16-4:3.  It is easier for children to stick with the shorter reading.

X Judy Blume’s picture book, The Pain and The Great One goes both with James’ teachings about not getting so tied up in ourselves and what we want and with the argument about greatness in Mark.  An eight year old big sister, "the Great One,” and her six year old brother, “the Pain,” each rant about the unfair advantages the other has.  It’s a conversation most families will recognize.  It takes 7-8 minutes to read the entire book with the drama it demands.  If needed, the book could be shortened considerably by editing out parallel parts of each child’s rant, e.g. leave out the part about the blocks and the parts about staying up late or having the blocks to himself.  Or, you could select a few key phrases to say with great drama knowing that children and parents can fill in with all the others.  If you use this book in exploring James’ insistence that many of our problems spring from our jealousies of others and our greedy wants, offer a few similar rants often heard from teenagers and adults – maybe from others at the office, etc.  

Mark 9:30-37

X This reading falls into 2 parts: the prediction of Jesus’ death and resurrection and Jesus’ discussion with his disciples about what constitutes greatness.  For children they are rather separate conversations.

IF THE "ADD IMAGE" BUTTON WERE WORKING I'D POST A PICTURE OF THE CRUCIFIXION FROM THE VANDERBILT LIBRARY GREAT ART SERIES HERE.  BUT IT IS NOT WORKING.  SO I'M GIVING YOU THE LINK TO THE PICTURE ( Crucifixion Painting ) AND ENCOURAGING YOU TO GO THERE IN SEARCH OF OTHER PICTURES OF HOLY WEEK EVENTS TO USE IN TELLING THE PASSION STORY WITH THE CHILDREN. 

X Verses 30-32, the prediction of the crucifixion and resurrection, are an opportunity to retell the Holy Week story in September – without the distractions of Easter bunnies and chocolate eggs.  Gather a set of pictures tracing the events of Holy Week or find a simple Easter Bible story book in the library with which to retell the events of Holy Week.  I would use the pictures in the book to tell the story in my own words.  This is a broad strokes reminder of the events, not a detailed retelling of them.

HINT: In September you will not find Easter books in the bookstores – even on line.  Go dig in any cache of children’s books you keep at the church.  You will more likely find useable art in an Easter picture book than in the Easter stories in a book of collected Bible stories.

X Verses 33 – 37 speak to children of something that is very real to them.  They have had the “who is the greatest” conversation with their friends repeatedly.  They have argued about who is the greatest ball player in the world, who is the best speller in their class, who among those present is the greatest at … whatever they are doing at the moment.  They are encouraged to be the best, the champion, the greatest.  We saw the cultural drive for this at the Olympics.  It will show up again in all the reality shows this fall.  From an early age we ply children with trophies, ribbons, titles, and more that mark their greatness at all sorts of things.  Jesus’ message flies in the face of all of this.  Jesus says God is not interested in who is greatest at anything.  God is interested in who pays attention to the least of the people. 

X Since children are children and feel quite important, skip or downplay Jesus’ use of a child as a symbol of the totally powerless and unimportant.  They don’t get the point.  Instead, they get the point from Jesus' insistence that the greatest one is not the one who has wins all the prizes and is extra specially talented, but the one who pays attention to and takes care of the people who need love and care most. 

X Judy Blume’s The Pain and the Great One can be seen as a child’s version of the disciples discussion about who is the greatest.  The trick is to recognize in the children’s rants feelings we all (and the disciples) have at all ages.  We want to be special, the great one, and most loved.  Jesus is telling us that those feelings are dead ends.  We need to stop worrying about ourselves and start paying attention to people around us.  The surprising thing is that when we do that we are happier.

Year B - Proper 19, 24th Sunday in Ordinary Time, 16th Sunday after Pentecost (September 16, 2012)

Proverbs 1:20-33

F This is not the best reading about Wisdom for children.  She sounds like a peevish teacher reaming out the class about not paying attention and promising dire consequences.  If you do read it, the TEV with its “fools” is better than translations which speak of “simple ones” or “mockers.”

F Thinking about Wisdom led me to search for wise people in children’s literature.  There is Jiminy Cricket to whom the puppet Pinocchio learns to listen.  And there are the sages of fantasy literature – Dumbledore, Gandalf, Yoda, Merlin, Obi-Wan Kenobi….  all wise men guiding young heroes.  Since they are all male, I am on a search for female sages in children’s stories.  If you know of any, share them in the comments. 

F The Greatest Power, by Demi, tells of a Chinese emperor who needs a wise prime minister and to find this person invites the children of the kingdom to think for a year about what is “the greatest power.”  Children come in with examples from Chinese inventions, money, beauty, etc.  Sing brings a single lotus seed because the seed has the power to recreate life every year.

LAW  DECREES  PRECEPTS  COMMANDMENT  

FEAR  ORDINANCES

Psalm 19

F The RCL suggests reading the entire psalm today.  With children I would start reading with verse 7 to focus on the Law and would use NRSV which maintains the six different terms for Law.  Print each of these terms on a separate piece of poster paper.  Read each one and pass it to a worshiper who is invited to stand at the front.  Give the more complicated words to older worshipers – maybe “ordinance” to a lawyer – and simpler words to younger worshipers.  Point out that they are synonyms, they are different words for the same thing.  Instruct poster bearers to raise their poster as they hear their word in the psalm.  As you read the verses, pause when you come to each poster word. 

F If you regularly use the prayer in verse 14 in your worship, point it out today and explain why it us used in that place and what it means to pray it then.  Then pray it together.

Let the words of my mouth and the meditation of my heart

          be acceptable to you,

O Lord, my rock and my redeemer.

F In honor of verse 10’s claim that the Law is sweeter than honey, give all worshipers a hard candy (perhaps honey flavored) to savor as they listen to a sermon about wisdom and the Law.

Wisdom of Solomon 7:26 – 8:1

Most denominational lectionaries opt for the psalm reading here for good reason.  This description of Wisdom is filled with poetic images.  Each image needs to be explained to the children.  In the end the message is not worth all the effort for children. 

Isaiah 50:4-9a

“I can take it because God is with me” is the simplest summary of these verses.  Children quickly identify what Isaiah is facing (people were beating him, pulling the hair in his beard, spitting in his face).  Because this text also appears on Palm Passion Sunday, Isaiah’s woes can be compared to Jesus’ woes on Good Friday.  Both of these then lead to identifying woes children can face today with God’s help.  If you go this way, be careful not to suggest that children should simply endure all abuse that comes their way.  Bullying and most of the abuse children face needs to be confronted with God's strength rather than endured with God's strength. 

Psalm 116:1-9

This is another psalm I’d skip with the children today.  There is just too much else in the other texts and too many complications in this psalm.

James 3:1-12

Haring, Keith, 1958-1990.
Ten Commandments, unnumbered,
from Art in the Christian Tradition,
a project of the Vanderbilt Divinity Library, Nashville, TN.
http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=55144
[retrieved August 23, 2012].

F Display this art depicting our dangerous tongues.  Name each of the snakey tongues with ways we use our tongues to do harm – name caller, angry mean yeller, teller of lies about me (to make me look good), teller lies about others (to make them look bad), teller of secrets I promised to keep, stick out (no words just stick out the tongue), explainer trying to prove I’m really OK when I really am not.  In an informal setting children can help you name the tongues and maybe come up with some others. 

F Use these tongues to create a responsive prayer of confession.  The prayer below could be printed for all to read.  Or, the congregational response could be printed and the congregation instructed to respond when the leader pauses.

L L L L L L L L L L L L L L L

A Confession About Using Our Tongues

Leader: God, angry words explode out of us.  We do not think about what we say or how it will hurt people.  We only think of our own anger and putting it all into words so everyone will know how angry and hurt we feel.

People: Forgive us for the way we hurt others with our tongues.

Leader:  We say things that are not quite true to make ourselves look good to others.  We add to the truth, change the story just a little bit, even lie for our own good.

People: Forgive us for the way we hurt others with our tongues.

Leader:  We also say things that are not quite true about others to make them look bad.  We change the story just a little bit and even lie so we look better and they look worse.

People: Forgive us for the way we hurt others with our tongues.

Leader:  We know lots of names that are meant to hurt and should never be said.  We don’t really intend to say them, but we do.  We spit them out hoping they will embarrass and humiliate. 

People: Forgive us for the way we hurt others with our tongues.

Leader:  We promise we will never tell a secret.  Then we do.  It is just too good to keep to ourselves, so we break our promise and we tell.

People: Forgive us for the way we hurt others with our tongues.

Leader: We use our tongues to convince ourselves that all the wrong we have done and all the hurt we have caused are not really so bad.  But we know in our hearts that they are.  We have broken your Law.  We have not loved you or others with our tongues or our lives.

People: Forgive us for the way we hurt others with our tongues.

Leader: Lord hear our prayers.  Forgive us and guide us.  May the words of our mouths then be acceptable in your sight.  Amen.

L L L L L L L L L L L L L L L

F Children can understand that the biggest problem with our tongues is that we can’t unsay anything.  Once we say it, it is out there.  Apologies help, but the hurt is still there.

F This is also a chance to explore the old adage “Sticks and stones may break my bones, but names can never hurt me.”  The fact is that names DO hurt.  When people are called nasty, dirty names they know what the name caller thinks of them – and that hurts.  Those people can be strong, not believe the name caller, and work to prove they are better than the name caller claims.  But, it still hurts. 

There is actually a No Name Calling Week in many schools in January.  Go to No Name Calling Week to learn more about it and download some great resources.  There would still be time to sponsor one in your community this January.

F I’d go straight to the misuse of the tongue by-passing the references to bits in horses mouths and rudders on ships.  Before they understand either of these metaphors children need to learn about the horse’s bit or the ship’s rudder.  Then those need to be connected to tongues.  Neither adds much to what they get from James' direct message.

F In our day of electronic communication James’ message about tongues applies to texts, tweets, twitters, etc. as well as oral communication.  It is really the words that come off our tongues or through our fingers that are the problem.  Once those words are out there, they and the pain they cause can’t be called back.  For some reason many older children with their first devices seem willing to say things on line that they would never say with their tongues.  They needed repeated challenges from a variety of sources to save them from “learning the hard way” how much damage can be done on-line.

Mark 8:27-38

F Most children think Christ is Jesus’ last name.  This is an opportunity to reintroduce Jesus’ name as “Jesus, the Christ” and to explore what the title Christ means.  In simplest terms, Christ is God’s special leader.  When Peter said “You are the Christ” he was saying you are the special leader from God for whom we have been waiting for centuries. 

F Create a litany in which the leader tells events in Jesus’ life ending with a statement about what people said about him to which the congregation responds with “We say, you are the Christ.”  For those of you who have copies of the Forbid Them Not series, go to Year B, page 151 to find a complete script.  Others can create their own version of this.

F Children hear calls to “take up your cross” literally.  They need to be told that Jesus is not calling us to pick up a wooden cross.  He is not even calling us to wear cross jewelry or tattoos.  He is calling us to do hard things to love God and other people – even when they hurt us.  Similarly, “deny yourself” needs to be translated to mean think about others first.  Do not think about what I want, but what they need.  This starts with everyday events like putting down your video game to play with your younger brother so a parent can get some work done. 

F Because children do not use the word cross metaphorically, avoid hymns that do, e.g.”Beneath the Cross of Jesus”.  Instead choose discipleship hymns such as “Take My Life and Let it Be Consecrated.”

Year B - Proper 18, 23rd Sunday in Ordinary Time, 15th Sunday after Pentecost (September 9, 2012)

Royalty free photo from Stockxchng

u It is hard not to use pictures of marginalized people in today’s worship.  They remind the adults of all the people they overlook everyday and they provide the children with specific examples of the general terms (the poor, the oppressed, etc.) that appear in many of the texts.  They also translate biblical terms such as “the beggar at the gate” into today’s images of beggars along the highway.  So, I suggest using pictures in a variety of ways and hope you will use one of them or be led to use such pictures in a different way.

u The central prop for this service is tattered clothing.  A set of tattered clothes could be hung on a hanger on a clothes rack at the center of the worship area.  Several sets of worn out holey shoes and boots for people of all sexes and ages could be lined up on the floor in front of the Communion Table.

u True confessions time!  I was almost ready to post this when I realized that September 9 may be Rally Day in many churches.  Care for the poor is not a great theme for that day.  But, Jesus’ command to the deaf mute man to Open Up! is.  I held off hitting the post button to add a few ideas that fit that situation.  So, if it’s Rally Day at your place, go straight to the gospel ideas and “Ephphatha!”

Proverbs 22:1-2,8-9,22-23

u This is a collection of sayings.  Today they might be tweets or sound bytes.  To separate them have each one read by a different reader.  The readers might be from a youth church school class or the members of the mission committee. 

James Henry Cafferty (1819 - 1869),
Sidewalks of New York, or Rich Girl, Poor Girl, 1859.
Public Domain

u Adults easily follow the threads connecting these sayings.  But since each saying includes details that must be explained to children, it is better to select one or two sayings to highlight with them.  Verse 2 is one good choice.  To explore it display the painting of the rich and poor girls.  Discuss the differences and similarities in the two girls.  Conclude with both being made by God, loved by God, God’s daughters. 

Psalm 125

u This psalm includes lots of historical references that need explaining and several theologically complex ideas.  I’d work explore the other texts for this day with the children in mind.

Isaiah 35:4-7a

u The TEV replaces the lines about “vengeance” and ”recompense” with “God is coming to your rescue, coming to punish your enemies.”  That change alone makes it the first choice translation for children to follow.

u Before reading this text, gather a small group of worshipers around you each holding up a poster size picture of a person who is marginalized today.  Then read the verses for the pictured people, the woman who insisted that Jesus heal her daughter, and the deaf man.  (This is probably more effective when done later in the service.)

Psalm 146

u The Roman Catholic lectionary suggests focusing the reading on verses 7-10 which is the list of ways God cares for the marginalized.  That keeps the focus on the theme of the service.  I would add verses 5 and 6 simply to complete the list without going into the description of human leaders in the early verses.

u Verses 5-10 list what God does with emphasis on the care of the marginalized.  To make the list even clearer, replace all the he’s with “The Lord” or “God.”  Include the congregation in reading the psalm by either having different halves of the congregation read alternating statements saying “the Lord” with great emphasis or having the congregation say “The Lord” with a leader completing each phrase.  To really share the psalmist’s praises, read the psalm early in a service exploring God’s care of the marginalized then reread it near the end of the service – with feeling.

d d d d d d d d d d d d d d d 

What God Does

Psalm 146:5-10

ALL:             Praise the Lord!

LEADER:    Happy are those who have the God of Jacob to help them

and who depend on the Lord their God,

The Lord created heaven, earth, and sea,

and all that is in them.

The Lord keeps every promise;

The Lord judges in favor of the oppressed

The Lord gives food to the hungry.

The Lord sets prisoners free

The Lord gives sight to the blind.

The Lord lifts those who have fallen;

The Lord loves righteous people.

The Lord protects the strangers who live in our land;

The Lord helps widows and orphans,

but takes the wicked to their ruin.

LEADER: The Lord is king forever.

        Your God, O Zion, will reign for all time.

ALL:           Praise the Lord!

                                                   Based on TEV

d d d d d d d d d d d d d d d

Royalty free photo
from Stockxchng

u Find pictures depicting the people in each phrase.  Project them as the phrases are read.  Or, print them poster size and write the phrase that goes with the picture on the back of it for readers to read as they display the phrase to the congregation.  The reader could be a worship leader or a collection of worshipers of all ages enlisted as readers.

James 2:1-10, (11-13), 14-17

u The somewhat hokey choice of reader for this is of course a man dressed shabbily.  Adults will snicker and see past it.  But it helps the children get the point visually and clearly.

u The Hungry Coat: A Tale from Turkey, by Demi, is a colorful parallel to this story.  Nasrettin Hoca, a wise old man, stops to help people deal with a goat and so has no time to go home and change clothes before a feast.  When he goes to the feast in his patched, smelly coat, everyone ignores him and he is offered no food.  So he goes home, cleans up and dons a magnificent coat.  When he goes back to the feast and is welcomed in grand style and offered the best food, he begins putting pieces of food inside the coat saying “Eat coat, eat.”  Asked about this, he says that when he came in his old coat he was given nothing but when he came in this coat he was offered food.  He can only assume that his kind host felt that this coat must be hungry.  Everyone at the feast laughs at themselves and praises Nasrettin Hoca’s great wisdom.  The book is too long to read in its entirety, so briefly tell the simple story in your own words and start reading with “A servant ushered Nasrettin into the banquet hall, and his smiling host…” continuing to the end.  Even taking time for dramatic flair, this part of the book can be read in fewer than five minutes.  Though it could be shared in a children’s message, it is worthy of the “real” sermon and its presence there suggests to children that the sermon is for them too.

u A shorter but less precisely matched book is Is There Room on the Feather Bed?, by Libba Moore Gray.  On a stormy night animals one by one ask to be let inside to join a farmer and wife in their warm dry bed.  All are welcomed though the bed does get crowded.  When a skunk arrives and is admitted, all the animals and the farmer flee.  Back out in the storm, they decide to join the skunk where it is warm and dry.  (Reads aloud in 8 minutes).  Some adults will see the feather bed as a metaphor for the church.  But, most children will simply take in the wisdom of including everyone, especially in a storm.

u James is not so much encouraging people to buy the shabbily dressed man a new coat, as he is asking them to treat the man with the same respect they would offer a well dressed man.  Learning to do that in a culture that separates and creates fear between the richer and the poorer requires practice.  Highlight ministries of your congregation that families can share in to get this practice.  In my community all the churches take turns hosting homeless men overnight during the cold months.  Families are urged to cook and serve together and to stay to play board games and visit with the men.  It is scary the first time, but the fear soon evaporates.  Telling stories of such ministries in detail, maybe asking a family including children to tell about their experiences, prods others to get involved.

Mark 7:24-37

This is my preliminary sketch.  Give it to an artist
 to develop into a poster, banner, bulletin cover,  whatever else.

u If you are observing Rally Day or the beginning of programs for the academic year this week, this is your passage.  It includes two healing stories.  Both include the healing of Gentiles.  In healing the deaf-mute man, Jesus uses the Aramaic word “”Ephphatha!” which means “Open Up!”  Jesus was telling the man’s ears to open up.  But, Mark was telling his readers to open up to the possibility that Jesus was the messiah and that Jesus reached out to more than just other Jews.  It would also be possible to suggest that the Syro-phoenician woman was telling Jesus to open up to caring for her and her daughter.  All that leads to calling church members today to open up to new possibilities for learning and growing at the church and in other parts of their lives.

Ephphatha! Enjoy the impossible to pronounce but fun to say word.  Turn it into a large decorative poster or banner.  Use it as a congregational response in litanies or prayers about opening up to the world around us.

Use opened and closed motions in prayers.  Clenched hands, arms folded across chests, hands over ears (or eyes), frowny facial expressions illustrate ways we refuse to open up.  Open hands, arms opened out or forward, hands cupped behind ears to hear better or over eyes to see better, and smiling facial expressions illustrate ways we open ourselves to God’s word and each other.  These motions and matching prayers could become the prayer of confession or could be used to craft petitions for more openness.

“Open My Eyes That I May See” and “Lord, Speak to Me, that I May Speak” are the most child-friendly hymns for this theme.

Other familiar biblical stories about opening up that can be added to this theme are Peter eating with Gentiles, Matthew who left his lucrative, but lonely tax-collecting business to follow Jesus, and Jonah who was challenged to open up to the Ninevites.

u If you read both stories in this passage, have them read by two different readers, maybe even reading from two different places, to highlight their separateness.  Verses 24-29 are read by a woman, possibly a woman with different ethnic background than the majority of the congregation.  Verses 30-37 are read by a man. 

u If you work with both healing stories and are not following the Ephphatha theme, this is a good opportunity to highlight the ways your congregation makes its buildings accessible to people with handicaps.  We may not be able to cure them, but we can make sure they can be full participants in everything the church does together.  For the children demonstrate as well as simply name this accessibility equipment.  Put a child in a wheel chair and roll her to worship leadership area.  Ask someone using a hearing device to prove that he hears you from where he is sitting. 

Jesus heals the woman’s daughter

u Children need to be told that in Jesus’ day people had not yet learned about mental illness.  When people acted strangely and seemed crazy, they thought little evil demons had taken over their minds.  Today we know that our minds can get sick.  We are just beginning to learn about how that happens and how mind illnesses can be cured.  This mother’s daughter was doing and saying things that were not normal.  Imagine how happy she was to go home and find her child sitting up in bed and greeting her as any child greets her mother.

u Think about the woman and her daughter in this story rather than about Jesus.  This woman was fierce, she did not let anything or anyone get in her way to get her daughter healed.  She was on a mission.  Her fierceness and determination impressed Jesus.  They got her what she most needed and wanted – healing for her daughter AND they may have changed Jesus’ mind about who he was sent to save.  Fierceness and determination don’t always get you what you want, but they sometimes change the world.  That leads us to ask what we are willing to pursue with that sort of fierceness and determination and how we could change the world.

At a community Halloween gathering last year I saw a Grandmother - Granddaughter duo wearing matching Wonder Woman costumes and the most serene, self-confident smiles you can imagine.  They were African Americans and clearly knew themselves to be Wonder Women.  I suspect there is a connection between them and the woman and daughter in this story.  That biblical mother was definitely Wonder Woman for her daughter.  I suspect she also taught that healed daughter that she too was by nature a wonder woman and could rise to any situation needed.  They were fierce, capable wonderful women created by God.  And, of course they lead me to remember all sorts of Wonder Women I hear of around the world and know in my own life.  Little girls and mothers need to soak up these women.

u Horton the elephant in Dr. Seuss’s Horton Hears a Who is like the woman in that he persists in getting protection for the tiny whos only he can hear.  The biblical mother refused to let others discount and brush aside her and her sick daughter.  She knew that each of them were real live persons and that they counted.  Like that Mother, Horton does not give in.  Even when others tease him and then try to forcibly stop him, Horton fiercely stands up for the whos because “a person’s a person no matter how small”.  The book is too long to read in worship, so check it out of the library and tell it.  To set the tone and enjoy the verse read the first 5 pages (ending with “and placed it down safe on a very soft clover.”)  Describe the response of the kangaroo and her child.  Then, read the page “in the high jungle tree tops, the news quickly spread…”  Retell the rest of the plot in your own words.  Conclude by reading the last two pages starting with “Finally at last from that speck on the clover, their voices were heard!...”

Year B - Proper 17, 22nd Sunday in Ordinary Time, 14th Sunday after Pentecost (September 2, 2012)

I September is being celebrated as the Season of Creation in some congregations.  There is a lectionary for this season.  Next year, after I complete a three year cycle of the RCL, I will post ideas for this important season.  To find resources now go to http://seasonofcreation.com/ .

RULES TELL US WHO WE ARE!

I Several of today’s texts deal with the Law – or God’s rules as the children see it.  At the beginning of the school year children are learning the rules for their new classes, teams and clubs.  The rules tell them who they are and how they act in each situation.  Knowing that is important to them.  Particularly the gospel leads to complex adult conversations about the value of rules (legalism vs. living by love).  Children are not ready for that conversation.  They are still learning the details of rules.  Looking at the content of the rules with the children enriches the understanding of the adults who go on to ask their questions about legalism.

I Since today is also a Communion Sunday in many congregations and at times reading the 10 Commandments has been part of the communion liturgy, combine reading the Commandments with James’ call to be doers rather than just hearers of the Word.  There are several ways to do this:

1.      A leader reads each commandment pausing after each one for the congregation to respond with “Be doers of the word, not just hearers .”

2.      A leader reads each commandment pausing after each one for the congregation to say a response with motions.

We will hear it with our ears   point to ears

Understand it with our brains  put hands on top of head

Claim it with our hearts           put hand on heart

Do it with our hands                open hands with palms up

Do it with our feet                    stomp each foot

And say it with our mouths     move finger from lips outward

3.      Do one of the above responsive readings but using Jesus’ two great command.  This would allow more time to delve into how each of the two (rather than ten) can be acted on.

GOD BLESSES ROMANTIC LOVE

Song of Solomon 2:8-13

I This is the only time The Song of Solomon appears in the Revised Common Lectionary.  So at some point worship leaders may want to build an entire service around introducing the book and exploring its affirmation of romantic love.  Children as well as adults benefit from this affirmation.  It offers them a high view of intimate relationships which they do not often get in other places.  If they have loving parents, it affirms that relationship and makes the children feel even more secure in their parents’ base for their family.  Do take care to remind everyone that like all the good gifts God gives us, we sometimes cannot make them work.  Divorce and fusses are sad realities.

I There is no point in presenting the idea that this is a metaphor for Christ and the church.  The children simply will not get it.  They take the poems as the love songs intended by the writer.

I To highlight the interplay in today’s reading,

1.      Have it read by a married couple.  The readers could be any age or you could have the whole text read twice once by a younger couple and again by an older couple.

Woman – verses 8-10a

Man – verses 10b - 13

2.      Have the passage read by all the couples in the congregation with the men and women reading the verses as above.  Children love watching the interaction between their parents as they read.

Note:  Yes, there could be some giggling.  Isn’t there often with love poems!  Point this out and enjoy it.

I This could also be an opportunity for couples to reaffirm marriage vows.  This is of course mainly for the couples.  But again, the children slurp up witnessing their parents doing this.  It also presents them with a high view of marriage to which to aspire for themselves.

Psalm 45:1-2, 6-9

This is a prayer a poet wrote for the king for the king’s wedding day.  If you introduce it in this way, challenge worshipers, especially children, to write a prayer for someone they know on a special day for them.  They could write a prayer for the birthday of a family member or friend.  Or, they could write a Back to School prayer for a friend or a teacher.  If you are exploring the Song of Solomon, they could write a prayer for their parents for their anniversary.  Encourage them to write the prayer on good paper, maybe decorate it, and give it to the friend – just as the psalmist probably shared his prayer with the king.  If you provide the paper and markers, this could be sermon seatwork.

GOOD PEOPLE DO GOOD DEEDS

Deuteronomy 4:1-2, 6-9

The basic message of this text is that good people keep good rules.  Children who are interested in the rules of all sorts of different groups are interested in this reality.  We can tell them that if we look at people we admire, we often find that they follow rules that are important to them and look good to us.  A really good soccer player knows the rules of the game so well that he or she knows what she can and cannot do at any point in the game.  A scout learns the scout laws in order to know how to live as a scout.  On the other hand, children sometimes form clubs that have rules saying you have to hate the opposite sex or must shoplift or must never speak to certain people or kinds of people.  When you hear a person’s or a group’s rules, you often know whether you want to be part of that group.  Simply encourage children to pay attention to the rules of others.  Or, take it to another level by reading the 10 Commandments or Jesus’ two great commandments as the rules Christians follow. 

Psalm 15

I This psalm is easier to follow if verses 1 and 5 b are read by one reader and the remaining verse are read by the whole congregation.  In the introduction note the first reader’s question and urge listeners to the reader’s comment after hearing the response.

I  I I I I I I I I I I I I I I I I I I I I I I I I

Psalm 15

Reader: 

Lord, who may enter your Temple?

Who may worship on Zion, your sacred hill?

Congregation:

Those who obey God in everything

and always do what is right,

whose words are true and sincere,

            and who do not slander others.

They do no wrong to their friends

nor spread rumours about their neighbours.

They despise those whom God rejects,

but honour those who obey the Lord.

      They always do what they promise,

no matter how much it may cost.

They make loans without charging interest

and cannot be bribed to testify against the innocent.

Reader: 

Whoever does these things will always be secure.

From TEV translation

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James 1:17-27 

I The Roman Catholic lectionary streamlines this reading in a way that is helpful to children.  It omits the mirror image and the teaching about the dangers of the tongue which is explored more fully in Proper 19.

James 1:17-18, 21-22, 27

Every good gift and every perfect present comes from heaven; it comes down from God, the Creator of the heavenly lights, who does not change or cause darkness by turning.  By his own will he brought us into being through the word of truth, so that we should have first place among all his creatures.  So get rid of every filthy habit and all wicked conduct. Submit to God and accept the word that he plants in your hearts, which is able to save you.

Do not deceive yourselves by just listening to his word; instead, put it into practice. What God the Father considers to be pure and genuine religion is this: to take care of orphans and widows in their suffering and to keep oneself from being corrupted by the world.

                                                            From the TEV translation

   

I The key verse and main thing children grasp is “Be doers of the word, not just hearers.”  To explore its meaning start with the frequent retort, “I know that” when a child is confronted with an obvious fact, e.g. you love your little brother or it is dangerous to play in the street.  What follows is generally questions about if you know that why did you do what you just did?!!!!  Parents and other adults agree with James that your actions must match what you know or say. 

I Explain what a rough life widows and orphans faced in Jesus’ day.  Detail ways James’ hearers would have needed to take care of widows and orphans.  Then, ask who are the people on the edge or in need of our care today, e.g. any younger child, someone just learning a game you know well, families who can't get enough food, etc.  Then put verse 27 into words that include those people as well as the widows and orphans. 

Mark 7:1-8, 14-15, 21-23

I To emphasize the story call people forward to help read scripture about a picnic, give them some trail mix to eat as you read the first few verses.  As they eat point out the difference between clean hands and undefiled hands   Undefiled hands have been washed with ritual words, clean hands are just clean.  (This explanation takes the place of reading verses 3-4.)  Invite them to keep eating as you read the scripture.  The scribes should be seated near the very front of the congregation and come from there to pose their question.

I  I I I I I I I I I I I I I I I I I I I I I I I I

Mark 7:1-2, 5-8, 14-15, 21-23

Narrator/Jesus as scribes rise to look questioningly at those on the steps:  Now when the Pharisees and some of the scribes who had come from Jerusalem gathered around him, they noticed that some of his disciples were eating with defiled hands, that is, without washing them. So the Pharisees and the scribes asked him,

2 or 3 Scribes one who speaks:  Why do your disciples not live according to the tradition of the elders, but eat with defiled hands?

Narrator/Jesus standing up among the munchers to speak first to the Scribes

Isaiah prophesied rightly about you hypocrites, as it is written,

‘This people honors me with their lips,

but their hearts are far from me;

         in vain do they worship me,

teaching human precepts as doctrines.’

You abandon the commandment of God and hold to human tradition. 

Speaking past the scribes to the congregation
Listen to me, all of you, and understand:  there is nothing outside a person that by going in can defile, but the things that come out are what defile.  For it is from within, from the human heart, that evil intentions come: fornication, theft, murder, adultery, avarice, wickedness, deceit, licentiousness, envy, slander, pride, folly.  All these evil things come from within, and they defile a person.”

                                                                        From NRSV

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I Be clear with the children that Jesus is not saying that we do not have to wash our hands.  Jesus is saying God doesn’t love us because we do rituals about everything. 

I Explore a variety of ways the words clean and dirty are used.  A scout is to be clean in thought, word and deed.  A person who has no drugs in their body is clean.  A person with no criminal record is clean.  Then there are dirty words, dirty pictures, dirty names, etc.  All of these uses of clean and dirty are metaphors, but are used so commonly that children quickly grasp that clean is another word for good and dirty is another word for bad.  Mark is saying that we are called not to be spic and span clean, but to stay away from all the bad stuff.

I “Create in me a clean heart, O God” from Psalm 51 is a good prayer for today.  If you worked with it in connection with the David and Bathsheba story, recall that.  Then, connect the verse to the gospel picnic to insist that God is more interested in clean hearts than clean hands.  Create a responsive prayer of confession in which the congregation responds to each confession with “Create in me a clean heart, O God.”