Worshiping With A Children: June 2011

Wednesday, June 29, 2011

Back To School!

5:49 PM |

Posted by jamila |

The return to school, starting a new grade with new teachers and students, even new schools is huge for children and their families. It sometimes feels more like the beginning of the new year than does January 1. When the church includes this in the congregation’s worship two things important things happen among children.

1. They realize that they and their lives are important to the church. They see themselves as significant members of the congregation.

2. They hear that God is with them at school and that their church cares about what happens there. God and church are not “off to the side” or just a Sunday thing.

There are many ways to raise the beginning of the new school year. It can be a simple as including it in the church’s prayers or as elaborate as a back to school festival. This post offers some background on children’s concerns as school begins again and a collection of ways to raise those concerns in worship. Where specific August lectionary texts have a back to school connection, I will note it and offer ways to raise it in worship in the post for that day.

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VOCABULARY HEADS UP Vocabulary is important. Most elementary aged children think of themselves as “children” more than “students.” Since my focus is on including these children in worship, I will use “children” in my suggestions. Teenagers are not likely to respond well to this. So, if you want to include them in this day, use the “student” in both publicity and liturgy. Consider taking time early in the service to talk about what a student is and does to make sure the youngest know that they are students too.

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Questions Children are Obsessing Over the Week Before School

Will I like my teacher/s?

Will my teacher/s like me?

Will I like the other kids in my class?

Will my friends be in my class?

Will kids who were a pain last year be in my class again?

L the kid who was constantly picking on you and making fun of you?

L the kid who always out-spelled you, counted further, and made a higher grade?

L the kid you just did not like and hated to be around

Will I be able to do the work? Will this be the year I flunk?

Will it be fun?

Ideas to Explore with Children on the Sunday before School Starts

#God will be with you every day at school. No matter how good or bad things are going, God will be there. You can count on God’s presence.

To explore this idea, include a litany with children. This one was written by Rev. Karin Fowler and modified by Rev. Larry Farris

Leader: When it’s the night before going to school, and I’m picking out my clothes and making sure I have all my school supplies…

Children: Jesus is with me.

Leader: When I’m waking up and eating a healthy breakfast to start the day…

Children: Jesus is with me.

Leader: When I’m getting on the school bus or being driven to school...

Children: Jesus is with me.

Leader: When I meet my teachers and new friends in my class…

Children: Jesus is with me.

Leader: When I’m playing with my friends at recess…

Children: Jesus is with me.

Leader: When I’m finding the right school bus to ride home…

Children: Jesus is with me.

Leader: When I’m telling my family about my day at school…

Children: Jesus is with me.

Leader: When I’m praying at night and thanking God for my family, my friends and my school…

Children: Jesus is with me.

Leader: Let’s pray together:

All: Thank you, Jesus, for always being by my side. I know that if I get nervous or afraid, you will be there with me. When I see the cross on my backpack, I will remember that you are always with me. I know that I can talk with you any time – day or night – and for that I am so thankful. I pray this all in your name. Amen.

Give each child a small symbol to remind them of God’s presence with them at school. It may be a pencil printed with a message, a plastic symbol to clip or tie to their backpack or a sticker to put on or on the inside flap of their backpack. Do check to be sure such things are allowed. Some schools have banned clip ons because the chains of them children were adding to packs created very real safety hazards. And, some school systems will not allow religious symbols displayed openly. In either case provide something that can be put inside the bag (maybe under the flap) where the student will see it.

: God loves you always. Other students may cut you out. A teacher may not like you. But, God loves you no matter what.

% God loves you whether you get As or Fs. Some children go back to school excited about new things and expecting to do well. (Think Hermoine in Harry Potter). Other children dread the return to the classroom where they have not done well. (More like Ron Weasly in Harry Potter.) Even the academic super-achievers need to be told often that they are not valued for their success. God will love them even if, horror of horrors, they get a C. Those at the bottom of the class need to be assured that God loves them as much as the super-achievers. This theme needs to be revisited big time when report cards come out throughout the year.

@ Going to school is your vocation. At school children learn about God’s world and practice skills they will need as they live and work in God’s world. The challenge in school is to identify your gifts and talents and to become the person God created you to be. This is an important vocation.

VACATION and VOCATION

Display two posters each bearing a large printed word – VACATION and VOCATION. Note the one letter difference in the words. Talk briefly about the summer’s VACATION activities and the joy of not having to perform. Then note that with the return of school, we all take up our VOCATIONS. Define VOCATION, name a few in your congregation, and identify going to school as student’s vocation. Note that there is as much joy in VOCATION as in VACATION.

I Children are Jesus’ hands and feet at school. They are there on the bus, on the playground, in the cafeteria, and in small work groups in their class. Neither the preacher, their parents, nor anybody else at church can be there. So Jesus is depending on them to stand up for justice and to watch for people who need loving care.

If you explore this in worship, give students a hand or foot ornament or symbol marked with a cross to put on their backpack.

The Blessing of the Backpacks

Blessing the Backpacks is one way to celebrate the return to school. Weeks in advance invite students to bring their backpacks with them the Sunday before school starts. During the service, ask them to come forward with their backpacks. After a few words about going back to school, bless the students and the packs. It is most effective to bless each child and pack one at the time. Put one hand on the student’s head or shoulder and the other on the pack and say a blessing such as:

God, bless this bag and the child who will use it. Be with him/her as he/she learns and grows this year. Show him/her how to serve you and help him/her to teach us all about your love. In Jesus' name. Amen.

In large congregations in which it would be unwieldy to bless the students individually during the service, the blessings can be done before and/or after the service. A minister meets, speaks briefly with each child about the coming year and blesses him or her. I heard of one congregation that sponsors a Back to School Festival with face painting, inflatable jump houses, treats, and a booth at which the blessings occur.

Some congregations expand this blessing by inviting worshipers of all ages to bring the briefcases, totes, even diaper bags they take with them as they leave home each day for work/activities. The negative side of this is that it horns in on the kid’s back to school celebration. The positive side is that kids with their backpacks connect themselves and their school work with worshipers of all ages and their work. It emphasizes the vocational nature of their schoolwork.

A Responsive Back to School Prayer

The following responsive ”Back to School” prayer was written by Rev. Larry Farris for use at Ann Arbor Presbyterian Church. I would replace “school administrators” with the more specific “principals, secretaries, and school board members” and add a prayer for custodians, cafeteria workers, and maybe librarians. And, you will of course have to adapt the prayer for church programs for children to fit your congregation.

Leader: O Holy God, the time is come when school begins. As these your children begin their studies, we ask a blessing on their backpacks in which they carry the books and note books, markers and pens and pencils they will use to learn. O Lord of Life and Love,

People: Hear our prayer.

Leader: Bless, O God, all who will teach our children in the coming days and weeks and months. Give them the wisdom to find inspiration for each child. Give them the energy and creativity and love that will make their work a blessing to our children. O Lord of Life and Love,

People: Hear our prayer.

Leader: Bless, O God, all school administrators that they may be faithful stewards of the resources entrusted to their care. Make them fair and merciful, able to do their crucial work with a spirit of grace and compassion. O Lord of Life and Love,

People: Hear our prayer.

Leader: Bless, O God, each one gathered here that we will seek every opportunity to grow in our knowledge and love of you – in our church school classes, our 2:42 program, all our classes for youth and students and adult learners. Grant that we may see you more clearly, love you more dearly, follow you more nearly. O Lord of Life and Love,

People: Hear our prayer.

Leader: And bless, O God, these our cherished children, those whom we have promised to love and nurture at their baptism. Keep them safe, keep them excited, keep them ever seeking to learn more and to develop their gifts. Grant that through their study, they may gain the tools to grow in love and faith and service, all their days. O Lord of Life and Love,

People: Hear our prayer.

Leader: Bless, O God, these backpacks and the children who carry them. O Lord of Life and Love,

People: Hear our prayer. Amen.

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“Earth and Stars” is a great hymn for this day. It is filled with concrete language and short words that older children can read. Even the youngest can join in on the chorus. To encourage children to sing…

- Read verses 3 and 4 making the obvious school connections before singing

- If you are emphasizing the vocations of all worshipers, point to the images in verse 2. Even suggest phrases for other professions – computers and desks, etc.

- Practice singing the chorus once so the youngest readers can join in on that even if they miss some of the verses

“Sing to the Lord a new song! God has done marvelous things.

We will sing praises with a new song!”

% Invite members of the congregation to help all the town’s children get ready to return to school by filling backpacks with school supplies for children who will need them. The Boys and Girls Club, a shelter for homeless families, or some other organization can probably provide a list of what is needed for each bag. Some families will want to pack a bag on their own as they fill packs for their own children. Others will want to bring one or two items. A school office can probably direct you to the organization behind this effort in your area.

! Because many families are settling into more structured schedules as school starts, it is a good time to encourage them to make one “new year’s resolution” for the new school year as a family. Suggest the resolution (only one). Make it clear and simple. Then, check up on it over the first month. The goal is to encourage families to undertake one activity that will enrich their spiritual life. Possible resolutions:

Ø Bedtime prayers. A parent may tuck in each child, taking time to review the day and say thank you to God for what was good and ask God for help where needed. In some families all the children and parents may be able to gather for this.

Ø Attend church school regularly. Many families start off with intentions of doing this as school resumes, but soon fall off the bandwagon. When this discipline is named and worship leaders gently check in with the whole congregation about sticking with it, families are more likely to keep coming.

Labels: School, Vocation | 0 comments

Tuesday, June 21, 2011

Year A - Proper 13, 18th Sunday in Ordinary Time (July 31, 2011)

4:54 PM |

Posted by jamila |

Genesis 32:22-31

F Most children, especially most boys, are delighted by this story in which God appears as a wrestler. The idea that God is willing to get down and tussle with Jacob is appealing. The fact that the fight was a friendly one rather than a vicious one leads them to think God was on Jacob’s side (and our side) all along. They are also pleased that God is strong enough and gentle enough to leave Jacob lame (with a reminder of God’s strength), but not horribly damaged. They however will not tumble to all this simply hearing the text read, it will have to be pointed out to them and savored with them. (If you have a teenage wrestler in the congregation, ask him to read this story after noting the that this text is appropriately read by a wrestler.)

F In the aftermath of all the Harry Potter mania, point young worshipers to The Chronicles of Narnia, by C.S. Lewis by comparing Aslan the Lion who represents Jesus in these books to God wrestling with Jacob. In The Lion, the Witch and Wardrobe (the first book in the series) Susan and Lucy ask Mr. and Mrs. Beaver to describe Aslan. They ask if Aslan is a man. Mr. Beaver replies.

"Aslan a man? Certainly not. I tell you he is the King of the Wood and the son of the great Emperor Beyond the Sea. Don't you know who is the King of the Beasts? Aslan is a lion - the Lion, the great Lion."

"Ooh!" said Susan. "I thought he was a man. Is he -- quite safe? I shall feel rather nervous about meeting a lion."

"That you will, dearie, and make no mistake," said Mrs. Beaver, "if there's anyone who can appear before Aslan without their knees knocking, they're either braver than most or else just silly."

"Then he isn't safe?" said Lucy.

"Safe?" said Mr. Beaver. "Don't you hear what Mrs. Beaver tells you? Who said anything about being safe? 'Course he isn't safe. But he's good. He's the King, I tell you."

F Celebrate God’s power by singing “I Sing the Mighty Power of God.” Before singing point out a few of the examples of God’s power and encourage worshipers to listen for others as they sing.

Psalm 17:1-7

The images in this psalm will go right past children. Let them. The psalm will mean more to them later in life.

Isaiah 55:1-5

F Bring a piece of “how could I ever have gone out in public in this” clothing and if possible a picture of yourself wearing it, back when it was high style. (If you were in college in the 60’s as I was, there are probably several excellent candidates for this deep in your closet. I wore the one in the picture with bright yellow tights! It is now part of a clown costume.) Recall how important it was to you to have that item then and how ridiculous it seems now. Then reread verse 2.

“Why do you spend your money for that which is not bread,

and your labor for that which does not satisfy? “

Put it into your own words discussing our tendency to go after things we think we have to have, things that we think will make us happy, things that years , or even days, later look so very foolish.

F Create a responsive prayer about the things we want that “do not satisfy” using “Give us this day our daily bread” as the congregation’s response.

Leader: God help us recognize the difference between what we want

and what we really need.

All: Give us this day our daily bread.

Psalm 145:8-9, 14-21

Use the adapted version of this psalm (from TEV) as a responsive reading with the congregation reading THE LORD in each verse and the liturgist or choir reading the remainder of each verse. (And, yes, there are lots of male pronouns referring to God in this psalm. I tried to make it more inclusive, but failed. If someone else creates or knows of a better one, please share.)

⁸ The Lord is gracious and merciful,

slow to anger and abounding in steadfast love.

⁹ The Lord is good to all,

and God’s compassion is over all he has made.

¹⁴ The Lord upholds all who are falling,

and raises up all who are bowed down.

¹⁵ The eyes of all look to The Lord,

and The Lord gives them their food in due season.

¹⁶ The Lord opens his hand,

satisfying the desire of every living thing.

¹⁷ The Lord is just in all his ways,

and kind in all his doings.

¹⁸ The Lord is near to all who call on him,

to all who call on him in truth.

¹⁹ The Lord He fulfills the desire of all who fear him;

he also hears their cry, and saves them.

²⁰ The Lord watches over all who love him,

but all the wicked he will destroy.

²¹ My mouth will speak the praise of the Lord,

and all flesh will bless his holy name forever and ever.

Romans 9:1-5

F Paul’s concern for the Jews is better taken up with children in other places and in other ways than these verses.

F The Roman Catholic lectionary suggests Romans 8: 35,37-39 - last week’s list of all the things that cannot come between us and God’s powerful love for this week. It could be an interesting match with God the wrestler in the Genesis story.

Matthew 14:13-21


JESUS MAFA. Jesus multiplies the loaves and fish, from Art in the Christian Tradition, a project of the Vanderbilt Divinity Library, Nashville, TN. http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=48287 [retrieved June 21, 2011].

F The story of the loaves and fishes meal appears in all four gospels. In only John’s is the food offered by a child. Still, most people will add the child as they hear the other three accounts read. So, ask an older child to read this text in worship.

F Consider creating the whole sermon around imaging yourselves as different people in this story. Ponder what they might have been thinking, feeling, and learning as the meal came together. Children may lose you when you explore a more adult possibility for a character, but will be drawn back in when you move to the next character/s. For starters…

Jesus
* Wanting a little quiet to mourn John the Baptist’s death, he is confronted by a large crowd who want his attention. What was he thinking and feeling as he responded to their needs instead of his own.
* Some see this as a turning point. Jesus has been letting the disciples witness him in action. Learning of John’s murder makes him realize more fully what is ahead for him and leads him to begin preparing his disciples for leadership. How does that influence his relationships with his disciples?

The disciples
* How did they feel when Jesus told them to feed the crowd?
* What did they think when they realized that there was going to be enough?
* What do you think they did with the leftover food?
* How did this event change them?

The crowd
* How did it feel to be offered free food with no questions asked in a remote place in a time when food was not abundant?
* In that day who you ate with was important. Jesus often got in trouble over the people with whom he ate. How did it feel to sit down with huge numbers of strangers to share food?

Us
* What do we in OUR TOWN at OUR CHURCH like about this story?
* With which character/s do we most identify?
* What does this story suggest we need to work on a bit more?

F This story will lead many to speak about scarcity thinking in today’s world. Children engage in scarcity thinking when they ask,

Ø Will I get my fair share of the fries, the goldfish, the candies….?

Ø When is MY turn? And, will my turn be as long as theirs?

Ø Do they (especially parents, but also other loved adults and peers) love me as much as they love them? (If there is a finite amount of love, I want to be sure to get some of it.)

F Tie this story to a summer food drive. Most emergency food banks need food during the summer months when there are fewer food drives, but people still need to eat. So, after reading and exploring the story, give worshipers a shopping list (most food banks provide one) or a paper plate to remind them to bring food the following Sunday or during the week. Encourage families to shop for the list together. This could be launched during the sermon. Or, the lists or plates could be handed out just before the benediction with Jesus' charge to the disciples “YOU give them something to eat” and followed with a benediction sending them out to do this in God’s presence.

F Do a little worship education about the phrases “Give us this day our daily bread” from the Lord’s prayer. Point out that the pronouns are plural. We can’t pray just for our own needs. Identify things in addition to food that are physical needs for all people. Then, pray a responsive prayer of intercession for the hungry of the world. The congregation’s response to each petition is “Give us this day our daily bread.”

This could be addressed to the whole congregation just before the prayer or it could be the a children’s time just before and during this prayer of intercession.

F Discuss the practice of saying a blessing or grace before meals. Offer samples. If you sense that many in the congregation have let this practice go, challenge individuals and households to try it at least one meal each day this week. Suggest that they agree on a meal and the prayer they will say in the car on the way home from church. Call it worship homework.

Labels: Benediction, Food, God's Power, Praise, Sharing, Stuff | 0 comments

Friday, June 17, 2011

Year A - Proper 12, 17th Sunday in Ordinary Time (July 24, 2011)

5:33 PM |

Posted by jamila |

Genesis 29:15-28

This is an outrageous story about outrageous people doing outrageous things to each other. It has much in common with tall tales of folklore. So, tell it in your best storyteller style or invite a good storyteller in the congregation to tell it. It’s message for children (and adults too) is that God gave us free will and lets us use it as we will. Even when we are using that free will in outrageous ways, God doesn’t give up on us.

Psalm 105:1-11, 46b

In the middle of a summer when the news, the economy and the weather are all bad, Psalm 105:1-6 calls us to celebrate God’s glory, i.e. all about God that is so cool, so absolutely awesome. There are several ways to revel in God’s glory.

> Introduce the word GLORY that can be either a noun or a verb. Either during worship or before, print it in big letters on a large poster – maybe using gold glitter pen. Then add the other key glory words (thanks, sing, rejoice, seek, remember, tell) from these verses. Take time to comment on each one as you add it. Then read the verses in unison.

> The above could be done as the scripture reading for the day or it could done as the call to worship with the worship leader leading the conversation about the Glory words before reading verses 1-6 and the congregation replying with either verse 45b or “Let us worship God.”

> Make the poster with the children as a children’s time asking different children to write each of the words, taking time to spell the words, and to talk about how they keep us in touch with God’s glory. Display the poster for the rest of worship and encourage children to listen for the words in your songs and prayers today.

> Give children a worship worksheet with the Glory words already printed on it and invite them to illustrate God’s glory as they have seen, heard, tasted, even smelled it this summer.

> If you regularly sing the “Gloria Patri” interrupt after it is sung to ask people what they just sang. Walk through the words putting the song’s meaning as it is sung in your service into your own words. Then, invite everyone to sing it again. (Do alert the musicians of your plan in advance.)

> To encourage the discipline of praise, send worshipers home with verse 3b printed on a bulletin insert. Urge them to post it on the refrigerator door, bathroom mirror, or some other prominent spot and to read it aloud (as a household if possible) at least once each day this week. As they do they are to remember how they have sensed God’s glory and to tell each other about those times. Doing this often leads to thanking God for the glorious things they see, hear, touch, and feel that day.

I Kings 3.5-12

* Before reading this story, remind worshipers of all the stories of a genie coming out of a bottle offering three wishes. Challenge them or work together to create lists of things one might ask for, e.g. the talent and height to play in the NBA, to be extremely smart, to be really rich, or maybe a cure for a seriously ill family member or friend, etc. In the Harry Potter books Tom Riddle (Lord Voldemort) wanted more than anything to live forever. He used all his magical powers trying to get that. Then, read what Solomon asked for when God offered him one wish.

* Solomon did not ask to be different than he was. He asked to be very good at who he was and what he had to do. He was the king. We don’t know whether he particularly wanted to be king, but he was the king. He asked God to help him be the best king he could. That may be a sign that he was already wise. In any case, it is worth exploring with children (and probably a number of adults) the possibility that they, like Solomon, are called to be their very best self in the place they are rather than to dream about being someone totally different in a different situation.

* Before the congregation sings “God of Grace and God of Glory,” direct worshipers to the repeated chorus in their hymnals. Point out that “Grant us wisdom, grant us courage” sounds a lot like Solomon’s prayer. Then note the sentences that are sung twice at the end of each chorus. Read each sentence twice and briefly comment on what it means to sing that to God. Encourage even young readers to try to sing the chorus. Point out that if they miss the final sentence the first time, they can get it the second time. Then sing the whole song together.

* Solomon’s story is the alternate reading for Jacob’s story. But, it might be fun to pair the stories to explore the truth that God worked through both conniving Jacob and wise King Solomon. If God loved and worked through two such different people, maybe there is hope for us.

Psalm 119:129-136

Hebrew letter KAF

This section of Psalm 119 is not the easiest to share with children. There is neither clear focus nor a key verse. If you do use it, enjoy its alphabet poetry. Each line of this section of the psalm begins with the Hebrew letter KAF. Show it to the congregation. If you have not shown the children the psalm in a Hebrew Bible before, do so today noting that this is the language Solomon read. Then have eight readers (either one children’s class or readers of all ages – maybe one or two families) read one verse each.

Today’s English Version offers easier vocabulary for child readers.

Your teachings are wonderful;

I obey them with all my heart.

¹³⁰ The explanation of your teachings gives light

and brings wisdom to the ignorant.

¹³¹ In my desire for your commands

I pant with open mouth.

¹³² Turn to me and have mercy on me

as you do on all those who love you.

¹³³ As you have promised, keep me from falling;

don’t let me be overcome by evil.

¹³⁴ Save me from those who oppress me,

so that I may obey your commands.

¹³⁵ Bless me with your presence

and teach me your laws.

¹³⁶ My tears pour down like a river,

because people do not obey your law.

Romans 8:26-39

For children the heart of this passage is verses 38-39.

Read Paul’s list of all the things he worried could get between him and God’s loving care. Then, make your own list of the things we worry about.

Shel Silverstein provides a wonderful list of things that might be too much for God’s love.

?????????????????????????????????????????????????????????????????????????

Whatif by Shel Silverstein

Last night, while I lay thinking here,
some Whatifs crawled inside my ear
and pranced and partied all night long
and sang their same old Whatif song:
Whatif I'm dumb in school?
Whatif they've closed the swimming pool?
Whatif I get beat up?
Whatif there's poison in my cup?
Whatif I start to cry?
Whatif I get sick and die?
Whatif I flunk that test?
Whatif green hair grows on my chest?
Whatif nobody likes me?
Whatif a bolt of lightning strikes me?
Whatif I don't grow taller?
Whatif my head starts getting smaller?
Whatif the fish won't bite?
Whatif the wind tears up my kite?
Whatif they start a war?
Whatif my parents get divorced?
Whatif the bus is late?
Whatif my teeth don't grow in straight?
Whatif I tear my pants?
Whatif I never learn to dance?
Everything seems well, and then
the nighttime Whatifs strike again!

?????????????????????????????????????????????????????????????????????????

Matthew 13:31-33, 44-52

Point out that some questions have only one right answer, e.g. one plus one is always two. Parables don’t have just one right answer or meaning. When we pay attention and think about them they often have many different things to tell us. Show a single mustard seed (found in spice section of grocery stores) and a photo of a mustard tree. Be amazed that such a small hard lump can produce a big shrub. Ponder what that says about every small gift making a big difference in the world. Then inform worshipers that one little mustard seed doesn’t just produce one mustard bush. Mustard bushes are weeds. One quickly becomes several and several soon take over the whole field. That tells us something else about God’s Kingdom – it is unstoppable. It is going to fill the whole world. Stress that parables are for thinkers and suggest that they will always be learning new things from the parables.

> Laurel Dykstra claims the key to these parables is not the objects, but what people do with them. They don’t just hold on to them. The mustard seed gets planted. The yeast is worth nothing until the baker kneads it into the dough. “Everything I have” is sold to buy the treasure in the field and the pearl of great price. The contents of the net are carefully evaluated and used. So one call to preachers is to challenge worshipers to do something or take some risks or decisive action. If children are to catch this point, you will need to walk through what the person in one of these parable did in some detail. Then tell them directly that Jesus was telling us that what we do for God makes a difference. It may seem small and ordinary, but it makes more difference that we will ever know. It will help to name specific small things children can do - being kind even when you don’t feel like it, befriending those without friends, etc.

> The Pearl of Great Price and Treasure Hidden in the Field have a Harry Potter connection. The invitation to become a student at Hogwarts and the knowledge that he was a wizard were so valuable to Harry, that he left behind everything he knew. True, he wasn’t leaving anything all the great given where he lived and who he lived with, but still it is not easy to leave what you know. And, he had to walk straight into the brick column at the railroad station to catch the train to Hogwarts. These parables challenge us to be as ready to step into something new for God as Harry was to step into that column and go to Hogwarts.

> In democracy we often say that the majority rules, but that is only half true. The other truth is that one person or a very small group of people can change everything. Rosa Parks sitting down on the Montgomery bus is an historic adult example. The fable about the boy who said “the Emperor has no clothes” while the adults watched silently is a fictional example children enjoy.

Labels: Choices, Heroes/ines, Parables, Praise, Prayer, Trust, Worry | 0 comments

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