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This Children's Work Edition of Journeys in the Spirit Comes out Monthly. It This children’s work edition of Journeys in the Spirit comes out monthly. It offers resources and ideas to Quakers engaging with children aged 4–12 years in a Quaker setting. It is offered with the intention of providing an opportunity for exploring, creating and learning in an atmosphere of worship in partnership on our shared journey in the spirit. Included are sections on: getting ready, for those co-ordinating the programme; gather, meeting, centering, focusing: engage, beginning to think about the theme; respond, activities linked to the theme; reflect, ending appropriately; and review, evaluating what has happened. To offer a balanced session you should aim to do something from each section. Some of the activities are included on additional sheets. Timings or ages are not stated, as this will depend on the group and how the guidance and activities are used. Underpinning each issue is the idea that there are four directions to our spiritual journey. Inwards to ourselves; outwards to others; upwards (or even further inwards?) towards the deeper mystery; downwards to the world we live in. Journeys in the Spirit offers resources and ideas to Quakers engaging with children and young people. Underpinning references In stories about Quakers, we can often become lost in their accomplishments and Advices & Queries 19 no longer see the individual with personal strengths and weaknesses, joys and Rejoice in the presence sorrows, doing their best to live their faith in action. of children and young people in your meeting... In children’s meeting for worship, we often become focused on the activity and Seek for them as for what the children have made so they can show and tell the adults what they did yourself a full in Meeting. Yet, we don’t ask the adults to tell children what they have “done”. development of God’s gifts... How do you share Elizabeth Fry is a Quaker whose accomplishments in prison reform go before your deepest beliefs with her. Admired on a five-pound note, her shyness, fear of the dark and poor them, while leaving them spelling is often forgotten, if this was even ever known. free to develop as the In this issue children will be encouraged to experience worship and explore how spirit of God may lead them? “they may let their life speak” (George Fox). Elizabeth Fry’s childhood and young adulthood illustrates how trying to live a good moral life is not easy and the Advices & Queries 11 challenge is often with one’s self even before it might become a challenge to family and friends. Be honest with yourself. What unpalatable truths Equipment needed might you be evading? Create a sense of sacred space: a comfortable, safe and welcoming room. Avoid When you recognise your clutter. Use soft, pastel-coloured fabric to cover distracting bookcases. Rug and shortcomings, do not let pillows on the floor, but be aware of those who need chairs appropriate for little that discourage you. In worship together we can bodies. Low or natural lighting. Comfort toys like a teddy bear. Natural objects, find assurance of God’s e.g. rocks, pinecones, sticks, leaves, some brought by children. View your room love and the strength to as if a child: clock at their eye level, a space that is appealing to them? Is it go on with renewed comfortable and welcoming for children of all abilities? Resources are required courage. for specific focuses as listed within the sections and on additional sheets. References & other resources One adult greets each child at the door, shaking their hand and welcoming them by name. You may want to invite children to take off shoes and explain Children respond well they are entering into a special place, a place of peace, a place to be quiet, a to rhythm – knowing place to feel the presence of God. In this moment, as all come together, you what to expect and are setting the tone for a sacred experience: meeting for children’s worship. when. Children respond well to having The other adult sits on a rug large enough for all to gather. Be calm, speak a safe and welcoming quietly and greet each child by name as they sit. Introduce them to the space to explore who children already present. Speak with them, engage in conversation about their they are, and how they families, how their week was, had anything happened to make them happy, live and make sense of anything to make them sad. Encourage everyone to listen, not comment, and the world. to leave a pause after someone has spoken. Augene Nanning When all are gathered, light a candle to remind everyone that God is present (using language with which you are comfortable). Light a small candle for Advices & Queries 7 each child. As you do say their name and welcome them; do so for absent Be aware of the spirit children, too. Sit quietly for a moment in worship, with lit candles and of God at work in the pinecones, rocks, shells laid out reverently on a small table to your side, or on ordinary activities and a tray on the rug. experience of your daily life... There is After gathered silence, introduce Advices & Queries 3 in words that the inspiration to be found children may understand, e.g. share with children that Quakers think it is all around us, in the important “to set aside times of quiet” even within the busyness of the day so natural world, in the that we may know a calmness within ourselves. Some Quakers say this is a sciences and arts, in our work and way to get closer to God and this quiet can help us be calm and find ways to friendships, in our deal with difficult feelings and thoughts. Pause for gathered silence. sorrows as well as in Move into ‘Engage’ or, before that, ask children: “I wonder what helps you to our joys. Are you open settle down quietly?”; “I wonder when or where you have calm, quiet times?” to new light, from whatever source it may come? Quietly say that you are going to tell a story. Say that it is about a young girl who was not happy when she was little. Suggest they listen closely and note what made the girl unhappy and lonely. Elizabeth Fry: A Read the story – get familiar with it beforehand and try to tell it in your own words Biography rather than reading it. See sheets 35 A & B: Betsy Gurney grew up to be by June Rose Elizabeth Fry. (London: Quaker Home Service, 1994) After the story, ask the children “I wonder...” questions. Just listen to and accept ISBN 0 85245 260 8 whatever answers or silence greets your wondering: I wonder, what part of this story you like the best. I wonder, what part of the story you think is the most important. I wonder, if there is any part of this story that might be in you or that you are in. I wonder, if there is any part of this story that you would like to leave out and The Heroine of still have all the story you need. Newgate: The story of Elizabeth Fry I wonder, if you have a very special person in your life. by John Milsome (Cambridge: Lutterworth Press, 1987) ISBN 0 7188 2677 9 Worshipfully experiencing Betsy Gurney’s story In children’s meeting for worship it can be easy to get caught up in “producing” something to “show and tell” to everyone else in Meeting. The variety of activities on Sheets 35 C, D, E and F are intended to provide children with a range of A Set of Values opportunities for reflecting on the Betsy Gurney story and, maybe, on what is happening in their lives or on something about themselves. A set of values posted On Sheet 35 C there are seven suggested reflective focuses or stations listed in the children’s meeting for worship that offer a variety of ways for leading children to interior silence. Set up your room can be a room with all or some of these with space to move between them. Alternatively, reminder of how to be be inspired to develop suitable activities yourself remembering this is worship, not in this space. Here is a a classroom where facts need to be learned. suggestion This time can become a little opening for children to listen to that of God in written by Wynn themselves and each other. For some children this may be the only opportunity in McGregor in her series their week to be in quiet and contemplation. At the different focus areas or of books, ‘The Way of stations consider displaying clear, simply worded instructions with pictures for the Child’. (See pre-literate children that enable them to work independently. The role of you and resources on page 4) the other adult is to circulate calmly and quietly, supporting children in their worshipful reflection. We seek to be Tell the children that for the next 30 minutes they will have quiet activities to help attentive to God’s them reflect on feelings and thoughts in their own life or those raised by the story. presence. Indicate they can visit one or more station, as they choose. Guide everyone round and show them each area. Remind them to respect others who will use the We seek peace and space and to tidy up before they leave a station to move elsewhere or gather quiet so all can together at the end of the meeting. Ask that they don’t crowd the different areas – worship.
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