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[PYCL: Learn from a fuzzy lens, magnifying glass, trick experiment, stuffed animal, bread…]
Possible Younger Class Lesson ideas for the Christian Science Bible Lesson on

for March 24, 2019

by Kerry Jenkins, CS of House Springs, MO (314) 406-0041

Pycl #1: Bring in something that when you look through it, things look fuzzy, or different in a way that isn't clear and colorful. You could use something like plastic wrap stretched over a canning lid rim, or a piece of scratched plastic… use your imagination. Discuss the idea that when we look through the "lens" of matter, things are not accurate. We certainly get a view—sometimes it might even be intriguing, but it never satisfies or brings lasting joy. If we had to go everywhere looking only through that fuzzy lens what would life be like? Would we bump into things? Crash our cars? Be able to understand the beauty and operation of the natural world around us?

Could we, for example, enjoy a beautiful flower or watch the honey bees and butterflies pollinating? You could have them look at a picture of something and try to describe the picture to the class. Then explain how our physical senses cannot really see the infinite, boundless, limitless, good that is available to us when we look through the lens of Spirit. (You could also bring in a big magnifying glass, or just have them look at the pictures afterwards with the naked eye to see what they truly look like). When we are feeling ill, angry, etc. it is like looking through that fuzzy lens of (whatever).

You might be able to use citation S22 to help explain these differing views. What view did Jesus have of the man that he healed in citation B12? Are we trying to find out about reality, about good, about beauty, intelligence, grace, by looking to matter? Or are we looking to God for that information? (S23)

Pycl #2: I have been trying to think of an experiment that you could do in Sunday School class that would illustrate the activity of Christian Science to "neutralize" error. Nothing has come to mind but any budding chemists out there may be able to illustrate this in some way that visibly demonstrates what neutralizing means.

If you cannot find a true way to illustrate this you might do a little "trick" where you demonstrate something more along the lines of Pycl #1 and take a glass with water and food coloring. Have an eye dropper or straw with some bleach in it. Drop the bleach into the colored water and watch it turn clear. Experiment at home first so you can see amounts needed, etc. Talk about the way that knowing the scientific reality behind something changes how we think about our experience and reveals a clearer view of that experience!

Pycl #3: Come up with an example to illustrate the statement in citation S3, which is very helpful in understanding why we tend to ask the wrong questions when we are thinking about things from a material standpoint. One idea could be to use the common math problem. If you accept that 2+2=5, you will get the wrong answer in all ensuing math problems that you do!

But there are other ways of illustrating this point. For example: what if you have a little pet duck (or whatever you decide on—you can bring in a stuffed animal for them to use as a representation if they are very young). You decide that according to your information that a friend of yours gave you, you need to keep the duck in a very cold cage, you should make sure he has a big tree to roost in, and feed it lots of hamburger.

What would the result be for the poor little duck? Do they need to roost in trees? Do they eat hamburger and thrive only in a refrigerated environment? Discuss what they need. You might say that the true information comes from Truth. This is the information that we need to have the outcome we know is good, the vigorous and healthy life of the duck! Hopefully they can understand that ".. .error in the premise, leads to errors in the conclusion…".

Pycl #4: Discuss the Golden Text. What is meant by that statement? You could talk about visual illusions such as railroad tracks approaching one another, or the watery mirage on the road in the summer (and sometimes even the winter). We could sit there and worry that the train will crash when it reaches the narrowed track, or that we will get our feet wet when we reach that distant "puddle"…. but would we be thinking about something that will happen, or something that just looks like it will happen? Can we take this example to our daily life and ask if our thoughts of what we see are informed by God or by our "eyes/ears/feelings"?

Pycl #5: Where did the bread and fish come from in citation B15? If you have very young children, it seems cool to me to bring in a basket of goldfish crackers and maybe a loaf of bread to act out this story. Then share the food together as you discuss, or after you discuss the story.

What did matter have to do with the multiplying of fish and bread? Was it a special magic trick of Jesus'? Can they start to think symbolically about the leftovers as well? Everyone's need was met, and they had a basket for each of the disciples, maybe to prove the abundance for each one, of God's infinite supply that is not matter based—has no material source?

Why did Jesus want to feed these people? Where were they meeting? Was there a grocery store nearby? How does this apply to our life today?

Have a great week in Sunday School!!

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