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[PYCL: Awake to your true status to claim what was always yours. Link up! (# 2, #4)]
Possible Younger Class Lessons for the Christian Science Quarterly Bible Lesson on

"Mortals and Immortals"
for November 12, 2017

by Kerry Jenkins, CS, House Springs, MO
kerry.helen.jenkins@gmail.com (314) 406-0041

Pycl #1: We are continuing to get a clearer idea of who man is as God's idea, with this lesson on “Mortals and Immortals”. It could be interesting to compile a list of how man is referred to in the Scriptures. So some ideas of what you could include in this list, many straight from this Bible lesson, are: beloved, offspring, heir, likeness, image, inheritor, son/daughter… See what you can come up with!

Pycl #2: Speaking of heirs, what do we inherit from God? It tells us in the Golden Text. With an eye to this question, read the parable of the Prodigal Son. What inheritance does he think he wants? What is he looking for? Doesn't he want to live life "to the fullest"? What mistake does he make? What does he learn? What is his real inheritance? Was he able to "use it up"? What does this mean for us and our relationship to God/our Father? Do we have to "wait" for our inheritance? The young man didn't want to wait for his… and asked for it early, this was considered an insulting thing to do. But in the end he found that it wasn't something that he had to wait for after all, he really had to awaken to his true status in order to claim what was always his. (And interestingly, his older brother learned the same lesson when the younger returned, that all that his Father had, was his!) [This week Global Sunday School emailed subscribers an animated, modern day version, “Mod Prod”, of the Prodigal Son parable at https://www.christianscience.com/youth/sunday-school/resources/bible-stories/mod-prod. It was written and illustrated by Brian Colley, a long-time, CedarS camper and counselor. (Recommended ages 5-14)]

Pycl #3: I think it would be helpful to look with children on pages 115-116 of S&H to see all together the Scientific translations of immortal Mind and mortal mind. Check them out and have a little discussion based on these translations. What are we aiming for? Isn't it interesting that in the end, even though the mortal mind is losing its mortality, it doesn't "become" immortal? It really disappears, or is "swallowed up" in immortality! We are not trying to become better and better or more and more spiritual mortals! We are striving to recognize our spiritual, true, only identity.

Pycl #4: We have made a paper chain before with another of Mrs. Eddy's statements about Christ's Christianity being the "chain of Scientific being…" (S&H 271:1) We have another opportunity to try making a "chain" set up by citation S23 where Mrs. Eddy says that the real man is "linked by Science to his Maker…". Try forming individual links that have qualities or statements on them that illustrate how we are linked to our Maker. How do we express our connection to our Father-Mother? Allow the children to form ideas or find quotes, and then actually staple these links together.

Pycl #5: Citation S21 contains something of a "recipe" for immortality. Make sure it is clear that immortality is not about a material body lasting forever or staying "young". Have a basket for the children to "gather the facts of being" and place them inside. These facts can be thought of, stated, and we can pretend to fill our basket. Or you can have the ideas written on paper or on items like small stones that they can collect. Along with this activity we are turning away—losing sight of—mortal selfhood. We can look at the passages about what kinds of models we hold in thought, what we are looking at. (S16 & S17) You can show how we might look at a really great picture or view in order to paint a beautiful landscape, form a sculpture…etc.

Pycl #6: With a clearer sense of man as spiritual idea, we start to more clearly understand our oneness with God. Citation S29 has a beautiful analogy. Try using an eyedropper or straw with your finger over the end… to combine a drop of water with a cup of water. Then read this even bigger statement about water drop and ocean, ray of light and sun. Can we really separate out a ray from the sun and isolate it? Is the ocean made of "separate" droplets? It's a great way to think about man!

[Warren: Here is a link to an inspiring song that features this “drop of water, ocean analogy. It was written and performed by CedarS mom and award-winning Country Music artist, Cherie Brennan. It does a good job of tying together citations B19 and S29 in the lesson. https://www.youtube.com/watch?v=bZMNlpZavkA

[You can learn more about Cherie and buy her whole great CD “You are Loved” (and others!) directly from her website at: http://cheriebrennan.com/wp/?album=you-are-loved ]

Have a fun class this week!

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