PYCLs— 1) BRING IN A COZY BLANKET AND OTHER ITEMS THAT MIGHT REPRESENT COMFORT. 2) DRAMA IN THE RESPONSIVE READING. 3) SHARE ACTS OF COMFORT AND COMPASSION. 4) LEARN ONE WAY TO HEAL/COMFORT. 5) WHO IS THAT ANGEL WITH THE RAINBOW ON HER HEAD?
CedarS PYCLs, Possible Younger Class Lessons, for the Christian Science Quarterly Bible Lesson:
“Christian Science”
for June 26, 2022
by Kerry Jenkins, CS, House Springs, MO
kerry.helen.jenkins@gmail.com (314) 406-0041
PYCL #1: BRING IN A COZY BLANKET AND OTHER ITEMS THAT MIGHT REPRESENT COMFORT.
Have a conversation about what makes the children feel comforted. It could be a mom or dad, hugs, blankets, stuffed animals, (at camp yesterday several boys said swimming!). Obviously, a warm blanket wouldn’t be comforting on a warm summer day, so the comfort might be various depending on the situation and season!
There are many ways that we can feel comfort, but we can eventually work our way in this conversation to the fact that most of the items you brought in, and some of the ideas they shared are the kind of comfort that is on the “outside”. Sometimes we really are looking for comfort on the inside! We might need to feel better about any number of things, sadness, sickness, anger, confusion, and so on. Well, this week we are learning about how Christian Science and the Christ can bring comfort and explain more about how we can heal like Jesus.
PYCL #2: DRAMA IN THE RESPONSIVE READING
It doesn’t seem like a passage for drama, but with the very littles it might be helpful to think together about what the meaning is behind a valley being “exalted” and mountains and hills being made low, crooked straight and so on. (Isa. 40:3-5) If you are feeling energetic, after working through how we get lifted out of “low” places in our thought, sadness, illness, anger, and how our sense of stubborn self and pride might need to be brought low through finding that God is our only source of skill, intelligence and so on–then we can name qualities that help us rise up while we jump up in the air.
This can be followed by dropping low when we name qualities that describe humble attitudes such as being a good listener, being gentle, kind, unselfish, and so on. In this way, the children can be standing tall and reaching above their heads and then squatting down to the floor. They get their wiggles out, and still find spiritual ideas to share about how we can think of this passage.
PYCL #3: SHARE ACTS OF COMFORT AND COMPASSION.
Think of seven acts of compassion, one for each day including that Sunday, that each student can practice in the coming week. Come up with a list together and ways to keep track so that you can each circle back and share these acts next Sunday. These acts could be surprise cleaning of something in the home, or work about the yard, even just one small tidying–but with no thought of telling anyone or drawing attention to the act.
Maybe your students will decide to gather all the trash from a family car that has, perhaps built up.
Maybe they decide to serve a dessert to the family, or smile and wave at a stranger while looking them in the eye (that can seem very scary sometimes!).
Maybe they decide that they will pick up some trash in a public place to make it a prettier area!
Send them home with a copy of these lists and keep one in class to check on next week.
Don’t forget your own!
PYCL #4: LEARN ONE WAY TO HEAL/COMFORT.
In citations S20 and S21/pp. 261:4 and 418:5 we have two passages that could be used as a model for giving treatment.
The first is great to memorize: “Hold thought steadfastly to the enduring, the good, and the true…” What does “enduring” mean? What are some enduring things that we should hold thought to?
Make sure they know what steadfastly means as well.
What does “proportionably” mean? Talk a bit about what “occupies” thought.
What happens most of the time when we are proceeding through our days? Our mind or thoughts just wander all over the place! When we sit down to pray, it can be very hard not to think about all sorts of things that just drop in and lure us away from keeping conscious of that very moment and listening openly for ideas from Love, Mind, Soul.
The second passage gives us a pretty decent model for Christian Science treatment. It tells us to “stick to the truth of being…which is contrasting or contradicting the error of life, substance or intelligence in matter. Then, it says to “plead with an honest conviction of truth”–list what these truths might be. “…And a clear perception of the unchanging, unerring, and certain effect of divine Science.” Talk about the word “fidelity”. This word can mean simply “faithfulness”, or it can refer to how clearly something is heard or understood. You may be able to take a specific example of something that needs healing and walk them through how to apply these passages to that process.
PYCL #5: WHO IS THAT ANGEL WITH THE RAINBOW ON HER HEAD?
What does this chapter of Revelation come from? What is a revelation? What are angels?
(See Mary Baker Eddy’s definition of “God’s thoughts passing to man.”)
Where else is there a rainbow in the Bible? (Noah!) And what did that rainbow symbolize or mean? What might it mean here? Why is one foot on land and one on the water?
Probably most importantly what is the book the angel is holding?
Why is it sweet in the mouth and bitter in the belly–this is probably a bit sophisticated for the little ones but you can stick to other ideas about the angel with them. You can discuss what it symbolizes to “eat” or “digest” something–we are making it our own, taking it in, really embracing it in our thought and in our actions.
Have a great week in Sunday School!
