Category Archives: Religious education

The Man, the House, and the Cat

This story is part of a work-in-progress, a book of stories for liberal religious kids. The source for this story is Tales of the Dervishes by Idries Shah (Dutton, 1967). I once used this story in worship services during the church pledge drive, but that seemed a little too heavy-handed, and I don’t think I’d do it again. In fact, since this can be a touchy story for adults, it might be best only to use this during children’s worship services.

The Man, the House, and the Cat

You probably already know that in order to be considered a Mulsim — that is, someone who follows the religion of Islam — you must do five things. First, you must confess that there is no God but Allah whose prophet is Mohammed; second, you must pray five times a day; third, you must fast during the month of Ramadan; fourth, if you possibly can, you must make the journey to Mecca, the center of Islam; and fifth, you must give money to the poor. Sheik Nasir el-Din Shah, a Muslim who was a Sufi master, once told this story about giving money to the poor.

*****

Once there was a man who was very troubled in his mind. He faced such great troubles in his life that he could see no way out — oh, his problems were so great that I dare not tell you what they were. If you heard all his problems, you would be desparately sad for a month.

And yet his troubles kept growing worse. It got so bad, his friends gave up on him, his servants moved out, he had no one to talk to but his cat. In desperation, the man swore that if he ever found a way out of his troubles, he would sell his house, and give all the money he gained from selling his house to the poor people who lived in his city.

Soon thereafter, his troubles miraculously came to an end! Within two or three days, everything was fine once again. He sighed with relief. Once again, he could enjoy living in his beautiful house — and then he remembered. He had sworn that if he ever got out of his troubles, he would sell his beautiful house, and give all the money to the poor.

He realized he did not want to sell his house. Why, if he sold his house, and gave away all that money, he would have so little money left, he would have to live in a much smaller house. That would be most unpleasant! But he swore he would sell his house. But there was no reason for him to give away so much money; far better that he keep the money for himself.

So he told people they could buy his house for one piece of silver. However, his cat must continue to live in the house — everyone knows that cats don’t like to move — and the cat was such a valuable cat, he must sell it for no less than ten thousand pieces of silver.

A rich merchant bought the house for one piece of silver, and also bought the cat for ten thousand pieces of silver. The man gave all the money he gained from the sale of his house to the poor — which was only one piece of silver. But the money from the sale of the cat — ten thousand pieces of silver — that money, the man kept.

*****

Sheik Nasir el-Din Shah did not say what happened to the man afterwards. But Sheik Nasir el-Din Shah did say that many people are just like the man who sold his house for one piece of silver. Many people resolve to do the right thing, but then they change things around in their minds to make it easier, and make it be to their advantage. Nasir el-Din Shah said that until we can stop doing this, we will not learn anything at all.

This is a hard story to listen to. Even today, we know we should give money away, but instead we go and spend that money at the mall. I know this is something I have a problem with — how about you?

Unitarian sports figures

(1) Hearing my plea for some Unitarian or Universalist sports figures, A Denominational History Expert (ADHE) sent me a transcription of the inscription on the Boston Common Football monument, which stands at the entrance to the Common near Beacon and Spruce Streets — his transcription appears at the very end of this post. Anyone who knows their Unitarian history will immediately recognize the name of Francis Greenwood Peabody, who was a Unitarian minister and a theologian of the Social Gospel who wrote Jesus Christ and the Social Question — and who was also the son of Ephraim Peabody, Unitarian minister here in New Bedford from 1837-1846. According to Wikipedia, the Oneida Football Club played a very early version of football that may have had some similarity to either or both American football and soccer. Further research may show that other members of the Oneida Football Club were also Unitarians. In any case, we can claim one of the very first football players in the United States.

(2) I might have found a Unitarian who won an Olympic gold medal. Turns out that Kevin Barrett, a 9/11 conspiracy theorist, was born a Unitarian. His father was Peter Barrett, who was a well-known sailor who won a gold medal for sailing in the 1968 Olympics, and who won a silver medal in the 1964 Olympics (link) — he would have won the gold in 1964, except that he hit another boat, and though no one saw him do so, he dropped out of the race anyway in an act of true sportsmanship. If Kevin Barrett was born a Unitarian, there’s a decent chance that his father Peter was also a Unitarian — but I can’t confirm that. Peter Barrett lived in Madison, Wisconsin, so perhaps some of my readers have connections with the various Madison-area Unitarian Universalist churches and can find out whether or not he was a Unitarian Universalist.

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Basketball hoops, puzzles, and the liberal church

It happened entirely by chance, but by far the best thing I did in my twelve years as a religious educator was something I did at the Unitarian Universalist church in Lexington center, Massachusetts. At some point, I noticed there were lots of rabid sports fans in that church. I’m not a sports fan, so at first I just ignored the talk about football, baseball, basketball, soccer, blah blah blah — but talk about sports pervaded all aspects of church life, from the Sunday school to the youth group to adult committee meetings and social hour, and it finally sunk in to my thick head that sports was central to the lives of about half the church members.

So I got approval to install a basketball hoop. Kids from kindergarten up through high school started to play Horse after church was over. Adults didn’t play, but adult sports fans watched the kids playing. One young person, someone who had been something of a troublemaker, said to me, “Finally we have some sports at this church,” and then sighed with a mixture of pleasure and relief.

Why was this one of the best things I ever did? Because by getting a basketball hoop installed, I acknowledged that religion is a matter for the whole person. If you’re into sports, or if you’re simply an active person, having to sit through a typical worship service at a liberal church means having to deny the bodily-kinesthetic intelligence with which you are blessed. I speak from experience — I am not particularly good at sitting still, and when I am not leading worship I try to sit in the very back of the church because I know I am going to have to fidget and move around.

Psychologist Howard Gardner has developed a theory of multiple intelligences. Gardner claims that we human beings possess at least eight different, including linguistic, musical, logical-mathematical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist intelligences. Whether or not you accept Gardner’s theory as valid, it does offer a useful description of the kinds of knowing that we human beings can do; and helps us understand that each person has a unique constellation of strengths and weaknesses among these types of knowing.

But most liberal religious worship services that I have had to sit through focus on the linguistic, musical, and intrapersonal (i.e., internally reflective) intelligences — and that’s about all. If you stay for social hour, you might get to exercise your interpersonal intelligence. If the church is a pretty building, you might get to exercise your spatial intelligence.

Most liberal churches pretty much ignore those of us with strengths in bodily-kinesthetic and logical-mathematical intelligences. Sure, maybe you get to stand up once in a while to sing a hymn. Yes, maybe the minister will offer an interesting logical argument once in a while (but given current homiletic trends, that’s increasingly rare). But that’s about it.

So that’s why we need basketball hoops at church (although some of us with bodily-kinesthetic needs would prefer just to work around the building, but you get my point). And, come to think of it, that’s why we need puzzles at church (personally, I would be much happier sitting through a typical Unitarian Universalist worship service if the order of service had a really good puzzle in it). Religion should engage the whole person, not just bits and pieces of the person. With that in mind, although I can’t install a basketball hoop in this blog, I think maybe I will plan another puzzle….

September 20 in Jena, Louisiana

Meg Riley, Board President for Faith in Public Life and Director of Advocacy and Witness at the Unitarian Universalist Association, was in Jena, Louisiana, on Thursday for the big demonstration in support of the Jena Six. A letter from Riley describing the demonstration is on the Faith in Public Life blog here.

Riley brought her eleven year old daughter, which sounds like some of the best religious education you could give.

Writing with 5th and 6th graders

My older sister, Jean, teaches writing at Indiana University East. She also works with elementary school children in the Richmond, Indiana, public schools. After reading my recent post on activities I did with 5th and 6th graders at a Unitarian Universalist summer camp, Jean decided to post a great writing exercise suitable for 5th and 6th graders in a Sunday school setting (or a school setting, for that matter).

You’ll find Jean’s activity here.

Meet Jesus: The Life and Lessons of a Beloved Teacher

This past year at First Unitarian in New Bedford, we gave the book Hide and Seek with God to every Sunday school family with children aged 5 to 8. Hide and Seek with God has twenty or so stories that present the concept of God from a variety of vantage points — feminist vantage points, non-Western vantage points, earth-centered vantage points, as well as various Western Christian (usually heretical Christian) vantage points. Having this book in the home proved to be very helpful to families, as they figure out how to engage in nuanced talk about religion with their children while immersed in a culture that doesn’t value nuanced talk about religion.

In looking for a new book to send home with families for this year, I came across Meet Jesus: The Life and Lessons of a Beloved Teacher, written by Lynn Tuttle Gunney, and published by Skinner House, the Unitarian Universalist denominational publishing house. It may turn out to be the book we send home this year.

As the subtitle implies, Gunney emphasizes the life and the teaching of Jesus of Nazareth. Jesus’s crucifixion and death take up only two pages out of the first twenty-two pages. Most of the text on those twenty-two pages simply tells the story of Jesus’s life, interspersed with examples of his teachings. We get two parables:– the parable of the Good Samaritan, and the parable of the lost sheep. We get some other teachings:– a snippet from the Sermon on the Mount, and of course the Golden Rule.

On page 23, we get a short summary of how different people interpret Jesus’s death, in the form of: “Some people say… [but] Some people say….” When reading this book for the intended age group, parents (and Sunday school teachers) will want to be ready to say say, “We believe that…” — and then either pick one of the options in the book, or present yet another option. Children aged 4-8 tend to be concrete thinkers, and they don’t particularly want to hear adults hemming and hawing about theological abstractions.

The prose is clear, uncluttered, and straightforward — perfect for children in preschool and up. In fact, the prose is good enough that I would feel comfortable using excerpts from this book in a worship service. The illustrations are fine, particularly for younger children.

The book is good enough that I will show it to our new Director of Religious Education, and if she approves we will find the money to send it out to every Sunday school family with children aged 4-8. My only complaint is that the book is pretty short, too short to satisfy a family for a whole year.

Friday the 13th?

Ferry Beach Conference Center, Saco, Maine

This was the last day of children’s program of the religious education conference at Ferry Beach. Lisa and I are doing nature and ecology with rotating groups of children in grades 1-6, and this morning we ended up with the 5th and 6th graders.

The morning did not start off well. The children were tired and a little cranky to begin with. Then they found out that they would not be allowed to watch the “Banathalon.” The Banathalon is a strange Ferry Beach tradition — a relay race where instead of passing a baton you pass a banana from one competitor to the next. Years ago, it started out like a triathalon, with running, bicycling, and swimming legs, and then at the end someone had to eat the banana-baton. Over the years, other legs have been added — pull-ups, solving a Rubik’s cube in 5 minutes, etc. And during the religious education conference, the banathalon is a competition between the high school youth and the junior high youth — which means that the 5th and 6th graders are very interested in it.

“This year, we can’t watch the banathalon,” I said. About half the group erupted. We can’t watch!? Why not? We always watch! (“Always” in this context means “last year.”) “It’s not my rule, although I agree with it,” I said. “It’s the conference coordinators who said we couldn’t watch.” They continued to be cranky and upset, so I said I would get one of the conference coordinators to explain why they couldn’t watch. Anne came, and explained why they couldn’t watch. At that point, some of the children said, Well, if we can’t watch, let’s do something else. Two days ago, we had all agreed that the group would spend alone time in the woods, so finally the group calmed down enough that we could walk over to the woods together, and get set up for spending alone time in the woods.

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Tree Murals and Foxes and Rabbits

Ferry Beach Conference Center, Saco, Maine

The children’s program of the religious education conference continued this morning. Lisa and I are doing nature and ecology with rotating groups of children in grades 1-6. Some notes on Thursday’s activities:

We started off with the 1st/2nd graders this morning. It’s a small group (only 8 children), with mostly 2nd graders. They have been a very easy group — lots of sunny personalities, and no conflicting personalities. The weather was finally clear and dry, so at last we were able to do one of the lessons we had planned out in advance — the Tree Mural project, a way to help children appreciate a living thing (a tree) while learning about the ecological concept of habitat.

First we went out and “adopted” a tree. We lay around the base of it while Lisa read a sort of guided meditation to help the children get a sense of the tree (the complete lesson plan is at the very end of this post). It was a little hard for children of this age to focus on this part of the activity, but they did pretty well — especially when we all sat up and started looking for living creatures on and around the tree. The children found spiders, ants, caterpillars, a hole that might be a chipmunk hole, and other small creatures.

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On film

Ferry Beach Conference Center, Saco, Maine

The children’s program of the religious education conference continued this morning. Lisa and I are doing nature and ecology with rotating groups of children in grades 1-6.

This morning we had the grade 5-6 grade group for the entire morning. A film crew came to Ferry Beach today to film a short film to promote Unitarian Universalism. The film makers, David and Anne, felt that a key component of Unitarian Universalist religious education is our focus on Nature and respect for the interdependent web of all existence. They wanted to get some footage of children engaged in outdoors religious education, so they decided to film us doing religious education with the fifth and sixth graders.

Before the children arrived, I talked with David and Anne, and with one of the camera operators (also confusingly named David), about the kind of shots they were looking for. He wanted groups of children and adults close together, in a natural setting, looking at something together. Then I figured out how to adjust our lesson plan (we decided to use the same session plan as we used with the 3rd and 4th graders yesterday) so David could get the shots he was looking for.

All that was pretty straightforward. What really worried me was how the children would react with a camera looking over their shoulders all the time. When the children arrived, I started up my computer and showed them photographs I had taken of the Piping Plover sitting on her nest — I had promised a couple of days ago that I would do so.

We sat in a circle, and did everyone (including the film crew) introduced themselves. Then i reminded the children of the Piping Plover photos, and showed them my small video camera. I was sitting next to David with his big video camera, and we compared the two cameras. I told the children that I like to use my camera to help me observe and remember what I see in Nature. Then David talked about his camera, and the kinds of documentary work he does with it. These introductions allowed the children to become somewhat accustomed to the film crew.

We moved into the same basic lesson that we had done with the 3rd and 4th graders yesterday (“secret agents” and collecting things on the beach), and I set things up so that David got some great shots of children crouched on beach sand sorting through different kinds of seaweed. The film makers needed to do interviews with a couple of children individually, so to accommodate that, Lisa and I took the rest of the children down the road to see where the house had washed into the ocean last winter. I hadn’t really planned for these interviews, and this part of the session didn’t go as well as the “secret agent” activity.

After the snack break, the film crew was pretty much done. We all sat in a circle, and we went around the circle, allowing each child some time to talk about how it felt to be filmed. Many of the children said it was “distracting.” One or two didn’t really notice a difference. Several of the children pointed out how many in the group were kind of acting for the camera.

Then I gave them a couple of choices for activities that they could do in the second half of the morning. Nearly all of them wanted to spend alone time in the woods (just as we did last year). So we did that to finish out the morning.

Overall, I felt this morning’s session went very well indeed. The film makers were a little distracting, but in spite of that I felt that the children learned a lot, and had fun besides.