... "Lord, Lord" may open the door but only a faithful life will allow a person to enter. Help us to be faithful to you by using our gifts and talents to help others who are in need. As we are faithful in small things, move us into larger areas of responsibility. We are ready to continue our faith journey. Lord, help us. Amen.
Matthew 6:19-24, Matthew 6:16-18, Matthew 6:5-15, Matthew 6:1-4
Bulletin Aid
RobertT D. Ingram
... reward. Leader 1: But when you fast, Leader 2: put oil on your head and wash your face, so that your fasting may be seen not by others but by your Father who is in secret; Congregation: and your Father who sees in secret will reward you. Responses to the Word Conduct the Ash Wednesday service in a room separated from the sanctuary. Read the scripture, expound upon its meaning. Then invite the worshipers to go into the sanctuary one at a time, or in small groups, to pray, make their offering and begin a ...
... to execute anyone, the religious leaders have brought Jesus to Pilate. During this first part of Pilate's interrogation of Jesus, the questions turn into a philosophical discussion of the nature of kingship and truth. Listen now, as Pilate interrogates our Savior. Responses to the Word Have the worshipers affirm their faith in Christ's kingship by joining together in the affirmation of faith printed above. The worship service could end with the congregation going out into the street and joining in a parade ...
... ; do not be frightened or dismayed, for the LORD your God is with you wherever you go." "Is today a special day for someone in your family?" Heads nod eagerly; faces light up with knowing smiles. "What is today?" "It's Mother's Day!" comes the boisterous, unanimous response. "Yes, it's Mother's Day, a day to remember our mothers in special ways." I reach into my pocket for a picture I have brought to share and hand it to the nearest child. "The individual in this picture reminded me of my mother a few weeks ...
... it!" "That's one thing I might do." "To give it to your teacher!" "Yes, that's another thing I might do with it. Why would I give an apple to my teacher?" "So she'd have an apple." My personal public-speaking panic level begins to rise with that response. But I move on, asking, "Why would I want my teacher to have my apple?" "So she could eat it!" This conversation was getting nowhere fast; it was time to try another tactic. "You know, I gave several of my teachers apples when I was in school; so did some ...
... begin speaking. "Well, I guess everyone's here. Good morning." Not surprisingly, none of them respond. Still facing away from the children, I continue, "Did none of you hear me? I said, 'Good morning.' " This time one boy answers brightly, "Good morning!" With his response, I turn around. Now facing the youngsters, I ask them, "How did you feel when I turned my back on you?" "I don't know," one child replies. "It didn't matter," says another, eliciting laughter from the congregation. "At first you didn't ...
... the children I have brought a camera with fairly high-speed film in it. Once the children have gathered for this portion of worship, I ask as I hold the camera aloft, "What did I bring to share with you today?" "A CAMERA!" comes their immediate response. "And what does one do with a camera?" I question. "You take pictures!" the children reply with assurance. "Oh!" I say as if surprised or puzzled. "Well, if that's the case, shall I take your picture?" Interestingly enough, I discover at this point that not ...
... wild disbelief as their mouths fall open in speechless amazement that I would even suggest such a thing. "Ahhhhhh!" I draw in an audible, deep breath as I mimic their expressions of surprise. "Would that be an all right thing to do?" I ask. "NO!" comes their vehement response. "Do you think I might get in trouble?" "YES!" they answer with certainty. "Well, you can relax," I continue. "I'm not going to draw on the pew. But I would like to tell you a story about something I did when I was three years old. My ...
... normally not be a problem. But this morning, in view of the lectionary text, we obviously needed to talk about dogs. "Do any of you have a friend who has a dog?" Several children indicate they do. "Are these dogs allowed to come in the house?" Again, the response is affirmative. "Well, if one of these dogs was in the house while the family was eating dinner and if a crumb of food dropped off the table to the floor, what do you suppose would happen to the crumb?" "The dog would eat it!" comes the instant ...
... morning to help us try to understand the word 'meek.' I've brought a stick and a large blade of grass. Now, of these two, which would you call 'meek?'" With little hesitation, several children respond: "The grass!" "Do the rest of you agree?" I ask. They do. Affirming their responses, I pose a rhetorical question: "The grass doesn't look like it's as strong as the stick, does it?" Then I ask one of the children to take hold of one end of the stick and pull while I hang on to the other end. "This stick seems ...
... child present. "Okay," I think to myself, "We can use this ..." "I got up really early this morning," I continue. "I was very hungry, so I had a bowl of cereal before I came. When you eat cereal, what do you put on it?" "Milk," comes the again unanimous response. "I put milk on mine too. Do you put anything else on yours?" I ask. The children look thoughtful, even a bit perplexed, as they ponder what else one might put on one's cereal. "Do you mean to tell me I am the only person here who puts peanuts ...
... of these treasures, the quarters and the nickel, if they hadn't been shiny. But shiny things tend to get our attention. What are some of the shiny things that get your attention at this time of year?" "Snow!" comes the first gleeful response. "Yes, snow sparkles when the sunlight hits it," I agree, "and some of you consider it to be quite a treasure, especially when it causes the cancellation of school." "Ornaments," comes another reply. "Lights!" "Icicles!" Answers begin to erupt from the children right ...
... , play with the toys, or read the books. You see, part of a present is the presence of the person who gives it." "Almost 2,000 years ago all of humanity got the first Christmas present. Does anyone know what that present was?" "Jesus ..." comes the hushed response, in sort of an awed but certain unison. "And who gave us such a wonderful present?" I ask. "God!" some of the older children reply. "Yes, God. God gave us his son, Jesus. And Jesus never asked much of us in return. "He did say, 'Follow me.' And ...
... what Pentecost means. It's obvious from the decorations in the lobby that it must be an occasion for a party. Why do people have parties?" "To celebrate something!" "That's one reason. What sorts of things do you celebrate with a party?" "Graduation!" comes the firm response from a child with older siblings. "Yes. And the graduation of our seniors is one of the things we are celebrating in our church today. But what is another reason you have a party -- what is a reason every one of you has had a party or ...
Object: The children themselves. Lesson: Love; children; parents; God. "I asked all of you to come up here for the children's sermon -- so I guess all of you are children, right?" The youngsters readily agree. "Am I a child?" I continue. "No!" comes the immediate response. "Well, then, perhaps I don't belong up here. Maybe I'd better leave ..." As I begin to get up, I get a thoughtful expression, and stop in mid-motion. "No, wait a minute," I say to the children, "I'd like to talk about this first. I think ...
... Cecil's case, rubber bands -- attached, am I being generous?" "No," the children answer. "Well, I wonder, does anyone know what the opposite of 'being generous' is?" I should have seen their answer coming. "Not being generous," comes the very practical, literal response. It is difficult not to laugh as I continue. "Not being generous ... that's right. Another word for that is 'stingy.' Is that a word any of you know?" The children admit familiarity with this word, usually applied with regard to competition ...
... you might offer this newborn child?" "Caring!" "Sharing!" "Love!" "Those are three very good ideas. And how might you show that love to a brand-new baby? How do you show love to one another? Do you think a hug would be a nice gift?" "Oh, yes!" is the enthusiastic response from some of the children. "I guess so ..." comes from some of the others. "I think it would make a wonderful gift. And it's one you all have to give. But there is still one more present that you haven't guessed. It has to do with why I ...
... don't want to do. The Bible contains many stories of people who were asked to do things they didn't want to do. One of these people was Jonah. Who can tell me something about Jonah?" "He was a man who went out in a boat," comes the initial response. "Why?" I ask. "Because God asked him to talk to some people and he didn't want to." I am impressed by these children's knowledge of the story. "Yes, God asked him to talk to the people of Nineveh. So he decided to run away from God. That's ...
... card. Lesson: School; understanding; confession; compassion; revelation; unconditional love. About twenty children have come forward at my invitation to sit on the chancel steps. I begin by asking, "Is anyone here this morning four years old?" Brenda hesitatingly raises her hand. I acknowledge her response with a smile and direct my next comment to her. "I've got a surprise for you: I was four once! And I can prove it! I've brought a picture this morning which I'll ask Brenda to pass around so you can ...
... piques their interest. Lesson: Discipleship; love; tolerance; Halloween. "This is October, right?" The assembled children nod affirmatively. "And October has 31 days?" A few knowing grins break out as young minds realize where I must be headed. Receiving a positive response, I then ask, "Does October thirty-first have any special significance for any of you?" "Yes!" come the now-vocalized replies. "It's Halloween!" I look slightly puzzled and ask, "Halloween? What does that mean?" "It means you go to ...
... with NO sleeves! "Even so, the snow earlier this week caused me to remember times I had enjoyed playing in the snow when I was your age. What is your favorite thing to do in the snow?" I throw the question out for general responses, which come thick and fast. "Sled!" several children announce with obvious glee. "Make a snowman!" two more offer. "Play in it!" "Make snowballs!" "Have snow fights!" "Build snow forts!" Their answers keep flying. These children are involved and obviously enjoy snow. "Have any of ...
... of impatience. "The legs don't even move," Robert protests. "Yes, you're right. Let's see ... It has a mouth. Can it speak?" By this time most of the children are enjoying these obviously absurd questions because there is little doubt of the correct response, which they offer with great vigor: "NO!" "Well, what about all of you?" I ask, changing the focus of their attention. "You all have eyes. Can you see?" "YES!" comes the loud affirmative chorus. "And you have ears. Can you hear?" "YES!" they answer with ...
... who lost it didn't know it had been found, it was still lost. Then the combination of 'lost and found' at last began to make sense. "Have any of you ever gotten lost in a department store or a grocery store?" Once again, several hands go up. Acknowledging their responses with a nod, I continue. "It's a frightening experience, isn't it? I used to be afraid that I might get lost like that when I was your age. I knew if I did, someone would eventually take me to the store's office. Then the store manager would ...
... there is a soda machine downstairs?" I begin. Every one of the assembled children raises a hand. "Oh, good!" I continue. "Since all of you know the church has a soda machine, you probably also all know how much a soda costs." "Fifty cents!" comes their unified response. "That's right," I agree. "And already this morning, I have been downstairs to buy a soda. I put one dollar into the machine. If a soda costs fifty cents, how much change do you think I got back?" "Fifty cents!" they answer again. "Well, that ...
... know what 'only' means?" This draws puzzled looks so I ask, "What if you had only one toy? What would that mean?" "That I didn't have to share it with anyone else," Richard announces with satisfied certainty. It is difficult for me not to laugh as I affirm his response, saying, "Yes, it could mean you don't have to share it ..." "It means I don't have any other toys, if it's my only toy," Jennifer interrupts. "That's right, Jennifer," I answer. "Now, if this were your only toy, and I took it away from you ...