> Yes, American readers, it is the Fourth of July
weekend. But, I could find no
connections between these texts and a national holiday that would mean much to
children. Namaan’s willingness to reach
beyond national boundaries for healing or God’s use of the powerless rather
than the powerful in that same story or the gospel insistence that we take care
of each other are all a stretch for children.
If anyone sees a better connection, please share with the rest of us.
The Texts
for the Day
2 Kings 5:1-14
> This story shows up several times in the RCL. It
appears again this year in Proper 23 (October 13, 2013) as the Old Testament
lesson paired with the gospel story of Jesus healing the 10 lepers. You may want to think about that Sunday as
you decide how to work with this story today.
(FYI the stage directions below also appear in my post for The Sixth
Sunday After Epiphany - Year B).
> This
not very well known story begs for over the top storytelling. There is a lot of action in these 15
verses. (I, and several commentators I
read, would add the first part of verse 15 to this reading.) To help worshipers follow action, have it pantomimed
as it is read. A youth class
could do the job. But it would be more
interesting to use of players of the appropriate ages – maybe one or two
families. Players might wear jeans and
dark shirts or khaki pants with a white top.
Most characters have one defining prop.
> This
could simply be the scripture reading for the day. Or, you could ask the characters to stay in place on
stage and move into the sermon by moving among the character, commenting on
their actions. With prepared
players, you could even have conversation with the characters about what they
did and how it felt. Whichever you do,
some rehearsal is required.
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~ ~ ~ ~ ~ ~
Players and
Props/costumes:
Naaman
(military headgear – a
costume helmet or a modern military/police officer hat)
Naaman’s wife (hand held
mirror)
Naaman’s wife’s servant
girl (hairbrush)
Naaman’s servant
(burlap sack or black
garbage bag stuffed with paper to look full)
King of Syria (crown and a
rolled paper scroll)
King of Israel (crown)
Elisha (no prop)
Elisha’s servant (no prop)
Reader/Stage
Manager: Our story today is only
fifteen verses long but involves eight characters, two kingdoms, and one
river. First, of course, the kings: There is the king of Syria.
Beckon deferentially
for the King of Syria in his crown to take his place.
And there is the King of Israel – a much smaller country and so a
less important king, but still a king.
Beckon deferentially
for the King of Israel in his crown to take his place, possibly on a lower step
from the king of Syria.
And there is Naaman the general of the army of the King of Syria –
another very important man.
Grandly direct
Naaman to a spot near the King of Syria.
Naaman has a wife - I forget her name. And the wife has a young servant girl - who
cares what her name was.
Point dismissively
to their spots.
Naaman also has a servant, sort of his right hand man.
Point to a spot by
Naaman for his servant.
That is the cast in Syria.
Over here in Israel, there is also a prophet named Elisha. The prophet also has a servant.
Point to spots for
Elisha and his servant.
There are several large, beautiful rivers in Syria, but for our
story the important river is the muddy little Jordan River in Israel.
Spread out the muddy
river and show the river shakers where to stand or describe the muddy Jordan
River pointing to where it is to be imagined.
Oh, our story involves a disease, a dreaded disease, called
leprosy. It was and is a horrible
disease. Its symptoms are sores that do
not heal and spread. Eventually toes,
fingers and even whole limbs fall off.
In the time at which our story takes place, people were so frightened of
the disease that victims were sent away from their homes and communities. They lived together in caves. Some of their families or kind folk from town
left food and clothes for them near the caves, but they never got very
close. When no food appeared the lepers
had to call out to travelers begging for what they needed. Today we have drugs to treat leprosy. But, in the days of our story there were no
cures.
Shiver and shake
your head as you conclude this description.
Now, we are ready for our story.
It begins with Naaman at home in Syria.
Point to Naaman.
Reader:
Naaman, the commander of
the Syrian army, was highly respected and esteemed by the king of Syria, because
through Naaman the Lord had given
victory to the Syrian forces.
Naaman stands tall and
folds his arms across his chest.
He was a great soldier, but
he suffered from a dreaded skin disease.
Naaman inspects the back of
his hand and hides it behind himself.
In one of their raids
against Israel, the Syrians had carried off a little Israelite girl, who became
a servant of Naaman’s wife.
Servant girl pretends to
brush mistresses hair.
One day she said to her
mistress, “I wish that my master could go to the prophet who lives in Samaria!
He would cure him of his disease.”
Servant girl pantomimes
speaking. Mistress turns to listen, then
turns toward Naaman and reaches out to him.
When Naaman heard of this,
he went to the king and told him what the girl had said. The king said, “Go to the king of Israel and
take this letter to him.”
Naaman turns toward the
king of Syria. The king gives him a
letter (rolled up piece of paper).
So Naaman set out, taking
30,000 pieces of silver, 6,000 pieces of gold, and ten changes of fine
clothes. The letter that he took read:
“This letter will introduce my officer Naaman. I want you to cure him of his
disease.”
Naaman bows to the king,
picks up a large burlap sack or black garbage bag stuffed to look heavy and
full, hands the sack to his servant who hauls it as if it were heavy. Naaman keeps the letter. He then goes to the king of Israel.
When the king of Israel
read the letter, he tore his clothes in dismay and exclaimed, “How can the king
of Syria expect me to cure this man? Does he think that I am God, with the
power of life and death? It’s plain that he is trying to start a quarrel with
me!”
Naaman bows before the king
of Israel and hands him the letter. The
king opens it, reads it, and puts his hands over his face or makes other signs
of despair.
When the prophet Elisha
heard what had happened, he sent word to the king: “Why are you so upset? Send
the man to me, and I’ll show him that there is a prophet in Israel!”
Elisha puts his hand to his
ear as if listening, then sends his servant to the king. The servant bows to the king who sits/stands
up and looks relieved. As the servant
backs up to take his place beside Elisha, the king looks at Naaman and points
toward Elisha.
So Naaman went with his
horses and chariot, and stopped at the entrance to Elisha’s house.
Naaman and his servant go
to Elisha. The servant pretends to knock on the door.
Elisha sent a servant out
to tell him to go and wash himself seven times in the River Jordan, and he
would be completely cured of his disease.
Elisha’s servant standing
in front of Elisha, pretends to open the door and points toward the river, then
closes the door.
But Naaman left in a rage,
saying, “I thought that he would at least come out to me, pray to the Lord his God, wave his hand over the
diseased spot, and cure me! Besides,
aren’t the rivers Abana and Pharpar, back in Damascus, better than any river in
Israel? I could have washed in them and been cured!”
Naaman stamps his feet,
scowls, and puts his hands on his hips.
His servants went up to him
and said, “Sir, if the prophet had told you to do something difficult, you
would have done it. Now why can’t you just wash yourself, as he said, and be
cured?”
Naaman’s servant,
cautiously taps Naaman on the shoulder, pretends to speak reasoning with his
master using his hands to suggest the possibility of trying the river. Naaman listens, shrugs his shoulders, and
turns toward the river.
So Naaman went down to the
Jordan, dipped himself in it seven times, as Elisha had instructed, and he was
completely cured. His flesh became firm and healthy, like that of a child.
Naaman squats seven times
pretending to pour water over his head each time. His servant keeps count on his fingers for
both Naaman and the congregation. (Or, have
muddy brown cloth fabric laying on the floor as a river. People standing at the ends pick it and wave
it in front of Naaman seven times as the servant keeps count.) After the seventh dip Naaman looks at his
hand in amazement, shows it to his servant.
Both show signs of joy (maybe a high five?)
He returned to Elisha with
all his men and said, “Now I know that there is no god but the God of Israel…”.
Naaman and his servant
return to Elisha’s door. The servant
knocks again. Elisha pretends to open the
door this time. Naaman and his servant
bow before Elisha.
(Biblical story is
from Today’s English Version)
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~ ~ ~ ~ ~ ~
> God works through the powerless is the key idea of this story for children. Children, who often feel powerless and sense
their ideas are ignored, are delighted that a little girl is the heroine. She speaks up and is listened to. Naaman actually takes her idea to the king,
who produces a letter of introduction to a second king, then travels to find
the prophet she mentions. Naaman’s
powerless servant is the other hero who speaks up to convince his master that
he ought to try following the prophet’s instructions. All the “powerful” people in the story
(General Naaman and the two kings) save the day by submitting to the advice of
the “powerless.” That preaches on many
levels. It assures children that God works
through them now (not when they grow up) and encourages them to speak up and
act boldly based on what they know about what God wants and does.
> The Man Who Took Seven Baths, by Joan Scheck (Archbook) is hard to buy today, but
might be available in the church’s library for children. It tells the story in simple straight
language. Omit the last lines on the
last page about Naaman’s gift.
> Since Syria and Damascus are very much in the news at
the moment. Get out a map or globe and point
out the countries and cities named in the story as well as the Jordon River.
Speak briefly of the war going on in that area today and note that the story we
are going to read takes place in the very same places that are still there
today thousands of year later. This
gives the story a sense of reality to the children.
Psalm 30
> For children this is mainly a psalm that Naaman might have
sung after he was healed. To
help them see that, point to verses 11-12 before reading the psalm. Imagine Naaman’s feelings. (If a child raises the question of those who
are not healed, note that there are 150 psalms.
This one is for those who are healed.
There are other psalms for those who are not.) Then read the psalm.
> This psalm is filled with unfamiliar words (Sheol, the
Pit, sackcloth, etc.) and word images that do not make immediate sense
to literal thinkers. The Good News Bible
provides clearer language, but loses the beauty of the poetry in the NRSV. Either choose the NRSV knowing the children will
miss most of it, pick out a key verse or two in NRSV to unpack for the children,
or use the TEV.
> The psalmist tells his story twice in this psalm. Go HERE for a script with motions and telling that story together.
Isaiah 66:10-14
This reading is for the adults. It requires that hearers be able to compare
how we relate to Jerusalem (or our country) to how nursing children relate to
their mothers. This is advanced metaphorical
thinking for mature readers!
Psalm 66:1-9
> The first four verses of this psalm make sense to
children as a Call to Worship. Invite
worshipers to echo each phrase as it is said in a loud happy voice by a worship
leader.
Praise God with shouts of
joy, all people!
Sing to the glory of his
name;
offer him glorious praise!
Say to God, “How
wonderful are the things you do!
Your power is so great
that your enemies bow down in fear before you.
Everyone on earth
worships you;
they sing praises to you,
they sing praises to your name.”
TEV
Galatians 6: (1-6), 7-16
> There is a connection (probably not intended by the
NRSV team) between this letter and the story of Naaman. The subject of both is simple everyday “little things”
that God uses to make a big difference.
Naaman’s cure is brought about through information from a little girl
and a bath in a muddy river. Paul sends
his readers out to take care of each other promising them as they do they are
living in God’s new creation. This is a
good message for children who tend to discount what they can do now and dream
of doing something “special” or “heroic.”
God is at work in the little things we can do every day – if we just
will.
> In Horton Hears A Who, by Dr. Seuss, an
elephant named Horton goes to great lengths to “bear the burden” of the
community of beings he hears on a dust ball even though no other animals can
hear their cries for help and think Horton is crazy. He says repeatedly, “Even though you can’t
see them at all, a person’s a person no matter how small.” The story is too long to read in worship, but
is familiar enough that it can be told and used to illustrate the importance of
caring for people you encounter day to day.
> Often we hold back on hospitality out of the fear that
there will not be enough. Always
Room for One More, by Sorche Nic Leodhas, tells the story of a family
that never asked that question. When
their house exploded because it was filled with so many singing dancing people
taken in on a stormy night, all their guests simply helped them build a bigger
house so there would be more room for more guests. The book is written with lots of scots words
and in rhyme. If you or someone in the
congregation is comfortable reading in this dialect, the story will be a
special mid-summer celebration of hospitality.
> Highlight the Passing of the Peace in worship
today. Jesus sent the seventy out to
share Christ’s peace eating and talking with people they met. Paul sent his readers out to share Christ’s
peace with people they met every day.
When we pass the peace in worship we are practicing for following both
Jesus’ and Paul’s directions during the rest of the week.
> “Brother Sister Let Me Serve You” is a good song to explore and sing in connection with
these verses. Read through the first
verse, pointing out that it is repeated as the last verse. Suggest that worshipers identify those who
will be as close as brothers and sisters to them this week. That might include biological family, but
also people we will work and play with this week. Then sing the entire song with these people
in mind.
> Especially if communion is part of worship today, sing
“Let
Us Talents and Tongues Employ.”
Before singing, walk through it with worshipers following along in their
hymnals. The first verse is about the
Kingdom of Heaven being near when we gather in worship. The second verse insists that God sends us
out to live out what say and sing in worship (“teaching people to live to
bless, love in word and in deed express”).
Verse 3 emphasizes the importance of both coming together to worship, then
going out into the world to serve.
Luke 10:1-11, 16-20
> Both Paul and Luke are interested in HOSPITALITY
today. Both insist that when we pay attention
to the people around us, taking care of them when they need it, sharing what we
have and know, and letting them do the same for us, God’s kingdom is very near
to us. Make a word poster to display. Near the beginning of worship, define the
word in the New Testament way and encourage worshipers to listen for it in all
the readings, songs and prayers.
> Jesus sent the seventy out to do fairly simple things – like eat and talk with people they met. Yes, they also healed people, but I’d
emphasize the relationships. Luke said when they did those things the
Kingdom of Heaven would come near. Show
pictures of people in your congregation do those sorts of things and insist
that as they do, they are bringing the Kingdom of Heaven close today.
> The seventy were largely successful, but Jesus sent
them out prepared for failure as well as success. In our success obsessed culture it wise to
help children prepare for failure. Compare
Jesus’ “shake the dust from your shoes” to shrugging shoulders or saying “Oh
well.” (Maybe lead worshipers in
shaking their shoes, shrugging their shoulders, and saying “Oh well”
together.) All of these are ways we can
admit that we have not been able to do what we set out to do. Instead of getting upset, we tell ourselves
that we tried our best, but our best was not enough and that’s OK. We don’t blame ourselves. Nor do we blame other people. We just let it go and move on to other things. This is important to know when our team is
turning out to be a lot less than champions, when a camp or trip or party that
we had looked forward turned out to be not so great, when we really tried to
learn that instrument, or sports skill, or trick but could not get it, even
when we really tried to make friends with the new kid down the block but he or
she just did respond.
A
list of failures for people of all ages could be turned into a responsive
reading with the whole congregation shaking their feet or shrugging their
shoulders in response.
> If things are a little more laid back during the
summer, take time to read Ben Rides On, by Matt Davies. It is terse with words and long on wonderful
illustrations that say as much as the words.
So count on taking a little longer than 4 minutes to read, pausing to
respond to drawings as you go. It is a
simple, rather amazing story. Adrian, a third
grade bully, steals and wrecks Ben’s prized bicycle. Ready for revenge, Ben finds Adrian hanging
from a tree over a cliff and surprises himself by rescuing him. Adrian in response takes off with the broken bike
AND returns it the next morning repaired!
Paul wants his readers to “never get weary of doing what is right.” Both Ben and Adrian surprise themselves - and
us – by doing just that. (Thanks to Storypath for pointing us to this story.)
