Year A - Second Sunday after Epiphany, Second Sunday in Ordinary Time (January 19, 2014)

Isaiah 49:1-7

> Reading this text in which the speaker is telling a story and within the story quoting God extensively requires practice.  The reader needs to imagine himself (or herself, but in this case probably himself) speaking dramatically before a large crowd. 

>  In verse 6 the task of the servant Israel is to be a light to the nations.  Explaining to literal thinking children what it means for either God or people to be light is not easy.  Describing the difference lanterns, flashlights, even candles make in a dark room or at night is easy enough.  But, connecting that difference with the difference kind words and deeds of love and mercy make is quite a stretch.  Children’s brains simply have not developed the necessary transference ability to do this. 

>  Instead use this as an opportunity for some worship education about the use of candles in worship.  If you did not do so on Epiphany Sunday, describe how your congregation uses candles in worship and the significance of what you do.  If you involve acolytes in lighting the candles describe their leadership role.  If you do this before the call to worship, have a special candle lighting liturgy for today, maybe –

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Leader:  Isaiah said “the people who lived in darkness have seen a great light.”  Jesus said, “I am the light of the world.” 

Congregation:  We light this candle /these candles to remind us of God’s love and presence with us. 

All:  Let us worship God.

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>  Without getting tangled up in the “light to the nations” image, explore Isaiah’s insistence that God doesn’t want us just to look out for ourselves, our church, and our community, but to be concerned for everyone in the whole world.  Reread just verse 6, putting some of the ideas into your own words.  Then,

Describe at least one way your congregation reaches out to people far away.  If possible select an activity in which children are involved, such as packing disaster relief kits.

Think together of a prayer to offer for the people who live on each continent.  (Trace your prayer journey on a globe or world map.)  Then offer those prayers.

 

Psalm 40:1-11

>  Children quickly get lost in this long song.  The important thing for them is that the psalmist promises to sing God’s praises and to talk about what God has done.  Readers are invited to join in.

Like the psalmist children can sing God’s praises.  Singing songs praising God with others at church and singing songs praising God on their own are important disciplines to cultivate.  Today children are more likely to listen to music than to sing it.  Encourage them to sing by telling stories in which singing is important and by doing a lot of congregational singing during worship today.  Assign worshipers a familiar hymn (maybe the Doxology) you have sung and discussed in worship today to sing in the car on their way home.  (Encourage them to do this whether they are singing a solo or with a “choir”.)

Children can also speak up on God’s behalf every day.  Tell the children “a secret you think the psalmist knew.”  Saying something out loud to other people makes it more real than just thinking it.  As examples describe telling someone you love them rather than just thinking it, saying “this is a really great dinner!” rather than just thinking it, or talking with others you are with about how beautiful a spot (maybe the Grand Canyon or a cozy fire in your own fireplace or a clear starry night) is rather than just thinking it to yourself.  Then, talk about what happens when you tell friends something you know about God or Jesus or when you insist that you know something the group is thinking of doing is either wrong or very right. 

>  This weekend the psalmist reminds us of Martin Luther King who spoke to the American nation on God’s behalf of the injustices being endured by African Americans.   He said, “I have a dream…” but he meant “God has a dream and will make it come true.”   His words about this dream inspired people to make difficult changes to right the injustices.  King and his followers also sang songs, spirituals that echoed his words.  Together the speaking and singing of God is powerful.  King spoke to and sang with millions of people.  Few of us do that.  But, we can sing songs for God and we can speak up among our friends.  We can stand up for God’s ways and point out when people are starting to do things that are wrong.  Martin Luther King had to be brave to speak up for God and so do we. 

Sing one or more of the spirituals that were sung during the civil rights movement such as “We Shall Overcome,” “Go Tell it On The Mountain,” “This Little Light of Mine,” and “We Shall not be Moved.”

 

1 Corinthians 1:1-9

>  For the next seven weeks we will be reading from 1 Corinthians.  This may be the first generation of children who need to learn what a letter is.  Strange, but true!  They are increasingly used to communicating in short emails, tweets, or IMs that are sent quickly, read and generally deleted.  They have little experience with a several page letter that was carefully composed, read and reread, and then kept to be read repeatedly in the future.  So before reading from this letter, take time to explore what the letter was and meant to the early Christians.

Bring a stamped envelope containing a several page handwritten letter, a smart phone displaying an email or text message, and the pulpit Bible opened to the beginning of 1 Corinthians.  You might even mention the way Harry Potter and other wizards communicated with messages carried by owls.  Talk about the similarities and differences in each one.  Some take more time to write.  Some are harder to deliver and take longer to reach the receiver.  Some are considered more worth saving to reread and to share with others.  Explain that Corinthians is a letter sent from Paul to the Christians in Corinth and that they thought it was so important that they saved it, copied it, and shared it with others.  

 

From Wikimedia Commons

Display pictures of Corinthian ruins and modern day Corinth and have a map on hand to point out where Corinth is.  Ask if anyone in the congregation has been to Corinth.  The point is simply to realize that Corinth is a real place with real people. 

Briefly introduce Paul telling how he knew the people in Corinth.  Point out some of his other letters to other churches in the Bible.

Read verse 2 that tells to whom the letter is sent.  Stop as you get to the parts that describe the saints beyond Corinth.  “Hey, wait!  That is us.  We are….  You and you are…   We have mail!”

Then invite worshipers to listen to what Paul says as the letter begins.

>  If you are going to explore the gifts Paul recognized in the members of the church in Corinth and in us, offer children a worksheet printed with a large gift box.  Invite them to write about or draw into the boxes some of the gifts/abilities/talents God has given them.  Point out that God wants them to use those gifts to love other people in the world.  Invite them to drop their drawings into the offering plates as a way of thanking God for those gifts or to share them with you as they leave the sanctuary.  Suggest that in one part of the box they draw a cross or a heart for the gift of God’s love.

Feel free to use this or create your own on this pattern

 

John 1:29-42

>  Next Sunday’s gospel is Matthew’s account of the call of the fishing disciples.  Attentive children will be surprised by these apparently contradictory accounts and ask questions about which is true.  Rather than dig into that in the sanctuary, it might be better to read only one of these versions of the story this year.

LAMB OF GOD   SON OF GOD   MESSIAH   RABBI

> Names are important to children.  In this story John gives Jesus 3 names – Lamb of God, Son of God and Messiah.  Andrew gives him another one – Rabbi (or Teacher).  At the end Jesus gives Simon a new name – Cephas or Peter.  With their new names both Jesus and Simon Peter start out on something very new.  It is almost like Harry Potter being told he is not a stupid kid who lives under the stairs, but is a wizard and being invited to learn the skills that will make him a great wizard.

> Lamb of God is a nickname or a symbol for Jesus.  But, it is a hard one for children to understand.  To understand the Passover connection it will be necessary to retell that story.  To make the connection to the thank offerings, it will be necessary to explain the thinking behind that practice to children to whom it tends to sound cruel and weird.   Instead, simply introduce Lamb of God as a nickname or mascot for Jesus.

If your sanctuary includes Lamb of God images, point them out and simply say that they remind us of Jesus. 

Point out in the worship bulletin the places you will pray, say or sing “Lamb of God” today.  Maybe suggest that children underline the name every time they find it in the bulletin.  Then instruct them to think “Jesus” as they use the term.
 

> Eyes are important.  Using them well to really see is even more important!  John the Baptist saw and knew who Jesus was when he came to be baptized.  When Andrew and another of John the Baptist’s disciples asked to join Jesus, Jesus replied “Come and see.”  And they saw a lot in the years that followed!  Use this story to urge children to really see or pay attention to people and to what is happening around them.  Point out that many people saw Jesus.  At first only John the Baptist saw who Jesus really was.  Several people heard John point Jesus out and tell who he was, but only 2 of them went after Jesus.  Likewise, hundreds of people saw Jesus heal people and feed the crowd, but only a few stayed around to live the way Jesus wanted them to live. 

At the end of this discussion touch the eyes of each child saying “God, bless NAME’s eyes.  Help him/her really see you.”  Or, have the entire congregation bless each other’s eyes in the pews.

> This is a story about people who told others what they knew and introduced their friends to important people.  John pointed out Jesus to his disciples.  Andrew brought his brother to meet Jesus.  They each about Jesus in everyday situations to people they knew.  Challenge children to be like them and to speak up to their friends and siblings at home or school or wherever they are.

Year C - Epiphany (January 6, 2013)

The texts for Epiphany are the same in Years A, B and C.  After looking at what I had already posted for years A and B, I added some things and changed some things.  This post is the sum total of that.  So there is no need to follow links to other years. 

Isaiah 60: 1-6

'  Isaiah calls the people of Jerusalem to rise and shine because God’s glory is upon them for all the world to see.  Children heading back to school this week after soaking up God’s Christmas love and glory are ready to hear the call to shine also.  Verse 1 is their key verse.   Actually “Arise, shine!” is all they need. 

'  One way to explain the symbol of light is to present children with several symbols, e.g. a national flag, a symbol for a sports team, and a cross.  As you present each ornament ask what it stands for and what it makes them think about.  Then tell them that the symbol for God is light.  Since we can’t make a picture of light, we use things that make light like a star, sun, candle, or lamp.  Display a treetop star ornament that goes at the top of the Christmas or Chrismon tree and note its meaning.  Recall Christmas candle lighting services and note that we lit those candles to remind ourselves that God the light is with us.  Then, move to the discussion below of the candles in the worship center.  Or, name and explore other light symbols pondering how each reminds us of God.  Encourage the children (and other worshipers) to watch for light symbols scattered through the scriptures we read, the songs we sing and the prayers we pray today.

'  It is a good day to point out and explain your congregation’s use of candles during worship.  Many congregations light two candles on a central table.  The explanation that I grew up with was that one  candle was “God is the light of the world” (John 8:12) and the other “we are the light of the world.” (Matthew 5:13)  I’m sure there are other explanations.  Share any you know in the comments.  An acolyte may light a taper from one of the candles before snuffing both at the conclusion of the service.  The acolyte often walks down the central aisle and out the back door to call worshipers to follow the light of God out into the world. 

Speaking of acolytes:  Lighting candles as a worship leader is a job that older children relish.  Including children in this simple act, training them how to do it and what it means, possibly even robing them to do it, tells them that they are a real part of the worshiping community.  Children as young as eight or nine can take this role successfully if the candles are short enough for them to reach easily.  In some churches serving as acolyte is an activity children sign up for just as they do for choir.  In others, the responsibility is tied to a particular church school class for the year. 

'  “Arise, shine” is not about enjoying light.  It is a command to reflect and spread light.  Reread this several times pondering the difference in basking in light and shining out in the darkness.  Explore ways we can shine listing ways children can shine God’s love out at school, in the locker room, even in the back seat of a car as well as ways youth and adults can shine.  To encourage worshipers to shine, give each one a star sticker (glittery ones are the best!).  During a children’s message, stick a star on each child’s hand or forehead and say to each one, “Arise, shine.”  Or, pass baskets of star stickers to the entire congregations, instructing individuals to stick a star on the person at their side saying to them “arise, shine.”

'  Light hymns children can sing at least parts of with understanding:

“I Want To Walk As A Child of Light”

“Let There Be Light” with lots of short phrases of hope for the coming year

“This Little Light of Mine” – a spiritual about our ability to be light as well as enjoy light

'  A commenter on an earlier Epiphany post said she grew up singing “Jesus Bids Us Shine” especially on Epiphany.  The YouTube video  at Jesus Bids Us Shine is a great introduction to the song if it is new to you as it was to me.  Looking around the web I found several different versions of some of the verses.  I would make choices of verses based on my message.

Psalm 72:1-7, 10-14

' This prayer for  the king points out good characteristics for kings – and all leaders.  Obviously Herod did not share those characteristics.  But, King Jesus does.  After listing several well-known current leaders, read this psalm as a prayer for those people.

Ephesians 3:1-12

'  Demonstrate Paul’s mystery that God loves people all around the world by including people of as many different racial and ethnic backgrounds in worship leadership.  Some might even come in native dress or speak/read in native languages.  Include music from many different cultures.

'  Pray your way around the world.  Display a globe.  Explain that remembering the mystery Paul discovered, i.e. that God loves all people all over the world, your prayers today will move around the globe.  You might use the continents as your outline, offering prayers for each continent followed by time for worshipers to add their own voiced or silent prayers for that continent. 

'  Present several pairs of portraits of people from different parts of the world asking which of these does God love.  The answer of course is that God loves both of them.  (Old National Geographics are a good source of such portraits.)

JESUS MAFA. The Three Wise Men,
 from Art in the Christian Tradition,
a project of the Vanderbilt Divinity Library, Nashville, TN.
http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=48399
[retrieved November 13, 2012].

'  Connect Paul’s message to Epiphany by displaying several artist’s depictions of the magi.  Select works from different cultures.  The Vanderbilt Divinity Library collection includes one from Africa and one from Asia as well as several “great masters” from Europe.  Note the similarities and differences in what the magi wore (especially on their heads) and rode and brought as gifts.  From this make the point that Jesus did not come just for one small group of people, but for all the people in the world.

Matthew 2:1-12

'  As you tell the story of the three kings in your own words or read it from the Bible, move the kings from the crèche around the sanctuary.  Actually you will need three assistants, one to carry each king and perhaps a fourth to carry a star on a pole (or maybe the usual processional candle).  Start in a far corner of the sanctuary reading/telling about the beginning of the trip.  Stop in another corner to read/tell about the visit to the palace, then come to the mother and child figures.  (These figures might be in a prominent spot at the front of the sanctuary or in a nook off to a side.)  Finally read/tell about the warning not to return to Herod and accompany the king figures back to their homes following another path around the sanctuary.  (After the story return the kings to their positions around the mother and child figures.)  This could be a children’s time with all the children following you and the figure around the sanctuary or it could be the gospel reading for the day done with children in their seats.

'  Do a hymn study of “We three Kings of Orient, Are.”   Ask all worshippers to open their hymnals to the carol.  Walk through the verses explaining the significance of the three gifts.  Then sing the carol together.  This could be the outline for the day’s sermon or a fairly brief introduction to the hymn.

Interesting sidebar for children:  the carol is generally known as “We 3 Kings of Orient Are.”  Most children assume that Orient Are is the place the kings come from.  The truer to the meaning grammar for this verse would be:

We three kings of (the) Orient are bearing gifts.

We traverse afar, (over) field and fountain, 
      moor and mountain, following yonder star.

'  Chalking the Door is an Epiphany ritual that can be done at church then repeated in the congregation’s homes.  It is basically a house blessing.  Using chalk, members of the congregation or household write on the door frame the year’s date and the letters C, B, and M (the initials of the three wise men).  The date is interrupted by the letters:  20+C+M+B+13 for this Epiphany.   Prayer is then offered asking that the door welcome many visitors during the coming year and that all who come through the doorway be blessed.  Write on the church doors during the worship service with the focus on the congregation’s home.  Then encourage households to repeat it in their own homes.  Print a simple blessing for use at both church and home in the order of worship and give out small pieces of white chalk for home use.  Below is a sample blessing.

God of doors and homes, bless this home this year and every year.

Bless all who come and go through this door, 
       both those who live here and those who visit.

May all who enter through this door come in peace and bring joy.

May all who come to this door find welcome and love.

May the love and joy in this home overflow 
       and spread into the community and the world.

'  Interesting tidbit:  I learned on another blog that C,M,B also stands for Christus Mansionem Benedicat, Latin for “May Christ Bless this House.”

'  The world is full of stories about people who were invited to go with the three kings, but declined for a variety of reasons all related to thinking that they were too busy. In most this person later then decides to follow the kings, but is always too late and spends the rest of his/her life looking for the child.  The message in all the stories is to stay alert for signs of God at work in the world  (like a star in the sky or an invitation) and to be ready to drop everything to respond.  The Other Wise Man, by Henry Van Dyke, is a rather complicated long American version of this tale.   Two of the best of these stories for children are:

' The Legend of Old Befana, by Tomie dePaola.  In this well loved European folk tale, an Italian grandmother meets the kings, then spends the rest of her life leaving cakes and cookies for children during the night on January 6.  It could be used at least two ways in worship.

-          Read the first 13 pages ending with Befana telling the 3 kings that she has seen the star which kept her awake at night and that she had work to do. (approximately four minutes to read aloud)  Stop there to ponder the possibility of missing out on something wonderful because you were stuck in a grumpy rut.  Note that the new year has many possibilities.  Encourage worshipers to stay open enough to give them a chance. 

-          Or, instead of stopping read one more page.  Then, stop.  Ask listeners what Befana might have done next.  Read or tell what happened in the next 13 pages (approximately three minutes to read the rest of the book).  Compare Befana’s (grumpy) face in the pictures of her sweeping with her (happy) face on the last page.  Ponder what made the difference.

'  Baboushka, retold by Arthur Scholey, is a Russian folktale about another busy grandmother who meets the three kings and is invited to join them.  At first she declines with lots of busy excuses, then decides to follow, but never catches up.  An angel points out that the shepherds left immediately after the angels sang to them.  The kings followed the star as soon as it appeared.  She is simply too late.  She keeps searching, carrying with her toys that she leaves with sleeping children in case they are the Christ child.  (About ten minutes to read aloud)

'  A possibility to develop?  Are there light and epiphany songs from around the world that could be gathered to sing on Epiphany?  If anyone has such a list, please let the rest of us in on it in the comments.  Or, maybe next year (do I sound like Befana or BaboushkaJ)  I will have time to do the research to create such a list.

Have A Bright and Glorious Epiphany!