Year A - Proper 16, 21st Sunday in Ordinary Time (August 21, 2011)

Exodus 1:8-2:10

Especially if a group of boys and men read the story about Joseph and his brothers, choose women and girls of all ages to read this passage.  Miriam is an older elementary school girl.  Pharaoh’s daughter might be an older teenager.  The Narrator might be the oldest female reader or the pastor - even if the pastor is male.  Practice together is both essential for a smooth, confident reading and for some good female bonding.

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Exodus 1:8 – 2:10

Narrator:  Now a new king arose over Egypt, who did not know Joseph.  He said to his people, “Look, the Israelite people are more numerous and more powerful than we.  Come, let us deal shrewdly with them, or they will increase and, in the event of war, join our enemies and fight against us and escape from the land.”   Therefore they set taskmasters over them to oppress them with forced labor. They built supply cities, Pithom and Rameses, for Pharaoh.  But the more they were oppressed, the more they multiplied and spread, so that the Egyptians came to dread the Israelites.  The Egyptians became ruthless in imposing tasks on the Israelites, and made their lives bitter with hard service in mortar and brick and in every kind of field labor. They were ruthless in all the tasks that they imposed on them.

 The king of Egypt said to the Hebrew midwives, one of whom was named Shiphrah and the other Puah, “When you act as midwives to the Hebrew women, and see them on the birthstool, if it is a boy, kill him; but if it is a girl, she shall live.”

Shiphrah:   But the midwives feared God; they did not do as the king of Egypt commanded them, but they let the boys live.  So the king of Egypt summoned the midwives and said to them, “Why have you done this, and allowed the boys to live?”

Puah:  The midwives said to Pharaoh, “Because the Hebrew women are not like the Egyptian women; for they are vigorous and give birth before the midwife comes to them.”  So God dealt well with the midwives; and the people multiplied and became very strong.  And because the midwives feared God, he gave them families.

Narrator:  Then Pharaoh commanded all his people, “Every boy that is born to the Hebrews you shall throw into the Nile, but you shall let every girl live.”

Moses’ Mother:  Now a man from the house of Levi went and married a Levite woman.  The woman conceived and bore a son; and when she saw that he was a fine baby, she hid him three months.  When she could hide him no longer she got a papyrus basket for him, and plastered it with bitumen and pitch; she put the child in it and placed it among the reeds on the bank of the river.

Miriam:  His sister stood at a distance, to see what would happen to him.

Pharaoh’s Daughter:  The daughter of Pharaoh came down to bathe at the river, while her attendants walked beside the river. She saw the basket among the reeds and sent her maid to bring it.  When she opened it, she saw the child. He was crying, and she took pity on him.“This must be one of the Hebrews’ children,” she said.

Miriam:  Then his sister said to Pharaoh’s daughter, “Shall I go and get you a nurse from the Hebrew women to nurse the child for you?”

Pharaoh’s Daughter:  Pharaoh’s daughter said to her, “Yes.” So the girl went and called the child’s mother.  Pharaoh’s daughter said to her, “Take this child and nurse it for me, and I will give you your wages.” So the woman took the child and nursed it.  When the child grew up, she brought him to Pharaoh’s daughter, and she took him as her son. She named him Moses, “because,” she said, “I drew him out of the water.”

New Revised Standard Version

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I For fun and to get everyone’s attention for a reading by a single person, read the opening line “Now a new king arose over Egypt, who did not know Joseph.”  The organist interrupts with a duh, duh, duh, duh or uh-oh sound.  After the laughter, briefly say that the organist has it right and urge worshipers to listen for what happened.  Then read the passage dramatically.

I This is the first of ten readings from the life of Moses.  We will be with Moses until the Sunday before Halloween!  To help children connect all those stories to one man and to recall the stories from week to week, create a display to which you add one object each week.  (Go to LINK for an overview of this display.)  Today begin with the burlap in place.  Introduce it as deserty wilderness land where many of the stories in the Bible took place.  Briefly note that we are beginning to tell one very long story, very important story.  If you wish, get worshipers to open their Bibles to the second book in the Bible, Exodus, where this story is found.  Then read or present the story.  You may want to leave a Bible open to Exodus on or near the display.  After reading the story and discussing it, produce a baby doll wrapped in white fabric and nestled in a wicker basket.  Set it on the display.

Psalm 124

I This psalm is one of the Songs of Ascent, songs pilgrims sang as they walked up the steep, sometimes dangerous road to the Jerusalem Temple.  Imagine one traveler calling out the question in verse one and other travelers replying by reciting the rest of the verses.  To feel yourselves with the pilgrims, stand and walk in place as you read.

I To help children grasp all the images in the psalm, have worshipers open their pew Bibles.  Briefly point out the format in the first verse, then walk through the images that say how much trouble we were in.

It was like we were being carried away by a raging flood.

It was like an animal was eating us.

We were like a bird caught in a trap – before God broke the trap to free us

Point out that in all these situations God did indeed save the people.  Then read the psalm together from the Bibles or using the script below.

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Psalm 124

Leader:            What if the Lord had not been on our side?

Answer, O Israel!

People:            “If the Lord had not been on our side

when our enemies attacked us,

then they would have swallowed us alive

in their furious anger against us;

then the flood would have carried us away,

the water would have covered us,

the raging torrent would have drowned us.”

Let us thank the Lord,

who has not let our enemies destroy us.

We have escaped like a bird from a hunter’s trap;

the trap is broken, and we are free!

Our help comes from the Lord,

who made heaven and earth.

                                                                   Today’s English Version

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Isaiah 51:1-6 and Psalm 138

Given the richness of the other texts for children and the connections between those texts and going back to school, I find little to recommend using the alternate texts for children.  Both speak in generalities and abstract terms.  I think it would even be possible to read Psalm 124 with Isaiah.  Those of you who are committed to these texts, tell us what you are doing in the comments section.

Romans 12:1-8

I A living sacrifice sounds grossly gory to children today.  Rather than search for ways to make it more acceptable, but still a sacrifice, restate it in phrases such as “present your whole self.”

I The Good News Bible offers an especially clear translation of verses 6-8.

So we are to use our different gifts in accordance with the grace that God has given us. If our gift is to speak God’s message, we should do it according to the faith that we have; if it is to serve, we should serve; if it is to teach, we should teach; if it is to encourage others, we should do so. Whoever shares with others should do it generously; whoever has authority should work hard; whoever shows kindness to others should do it cheerfully.

I Today’s other texts are filled with illustrations of people serving where they are placed.  A sermon that devotes generous time to telling their stories and pointing out their service, sends children off to school (and the adults back into their fall schedules) with lots of heroes and heroines.

Shiphrah and Puah were nobodies who refused to go along with the powerful king who threatened them if they did not do what he wanted.

Moses’ Mother worked hard to save her son from Pharaoh’s death decree.

Miriam simply babysat for her little brother (probably swatting gnats and mosquitoes the whole time) then acted bravely and cleverly.

Pharaoh’s daughter knew she couldn’t save all the Hebrew babies, but she could and did save one.

Peter, the uneducated fisherman, was willing to say the amazing thing he was coming to believe  - that Jesus was indeed God’s messiah.

I "I Sing a Song of the Saints of God” or “Take My Life and Let it Be”  are the most child accessible hymns on this theme.

I The verses about conformity speak more clearly to teenagers and adults than to children.  If you do explore this theme, remember all the transformer toys and heroes.  They will be the first things children think of when the verses are read.  Transformers change from ordinary things into extraordinary things with special powers.  Stories about them generally involve lots of violence.  So, plan carefully how you will get the children to your message about being transformed.

Matthew 16:13-20

I Emphasize the conversation that takes place here.  Prearrange with 12 people of a variety of ages (maybe a couple of families) to help present today’s scripture.  In advance designate one to read the first response to Jesus’ question and another to read Peter’s response (maybe a male named Peter?)  Plan for one brief rehearsal so that everyone knows exactly what to do when.  When the time comes for the scripture, call the 12 forward identifying them as Jesus’ 12 disciples.  They join you sitting casually on the steps or floor at the front.  Say that one day as Jesus was with his disciples, he asked them a question.  Read the question from the Bible.  Hear the answer of the first disciple followed by Jesus’ second question and Peter’s answer.  Reach out putting a hand on Peter’s shoulder, looking into his eyes, whatever feels right, to say or read Jesus response to Peter.  You will have to decide whether to address Jesus’ you are a rock and gift of the keys specifically to Peter or to all the disciples.

I If this is the Sunday before school starts focus today on Peter’s insight and heroic standing up for what he was beginning to know.  Encourage children to be like Peter at school.  Then next Sunday before reading about Peter’s failure and Jesus’ rebuke, ask for a show of hands from children how many got at least one answer or made one mistake in school during the last week.  Also ask how many adults messed up at least once at work last week.  You are then set up to explore how we fail even with the best of intentions.  More on that next week.

I As you explore the rock image, remember that children today most often hear "rock" in the phrase, “you rock!”  By that they mean you are awesome or great or powerful or cool – all good things to be.  So, to them Jesus may not only be saying Peter you are steady, but you are up to the task before you.  You will do well! 

I If you tell the stories of the Exodus women, connect their ordinariness with Peter the ordinary fisherman.  Then explore the fact that God used all these ordinary people to do God’s work in big important ways.  Give each child (or each worshiper) a rock as a reminder that they to are also the rocks upon which God builds this world.  The rocks may be a polished stone on which they draw a cross with a wide tipped marking pen (check houseplant sections of nurseries or home supply stores) or simply fist sized rocks (check a local landscaping store) on which children can draw a cross with a wide tipped marking pen.

If you go with the latter, you can mention how often each one of us feels about as special as a rock.  The rock with a cross on it reminds us both that God made us this way and that God uses very ordinary rock-y people to do God’s work in the world.

I Though it will be years before they can drive the car, children dream of that day.  On that day they will be able to decide where to go and go there.  One way to interpret Jesus’ comments about keys is to compare them to a parent saying to a new driver, “here are the keys.”  Jesus was telling Peter and the others that they were in the driver’s seat.  They were going to be making more and more of the decisions.  And, they would be responsible.  Make the case that even now, they are often in the driver’s seat – especially among friends at school, on the bus, wherever they go.  Jesus is trusting them to make loving decisions.  Holding a set of car keys in your hands, bouncing them around, even offering them to nearby worshipers reinforces the image vividly.

If the children are going back to school this week, check Back to School! for more ideas on how to include this important event in their lives in the congregation’s worship.

Year A - Day of Pentecost (June 12, 2011)

R Pentecost is a birthday party for the church.  Since children are the pros on birthday parties, it is a good Sunday for them to be involved in lots of ways.  Go to http://www.rockies.net/~spirit/sermons/sr-pentecost-celebrate.php for a list of 27 ways to do this – everything from everyone wear red that day to having readers scattered throughout the congregation read the Pentecost story in different languages at the same time.  To that list, I add:

1.      If you have birthday party at the fellowship hour, ask the children to host it.  Preschoolers add stickers (church buildings, flames, “Happy Birthday”) to the usual white napkins.  Elementary schoolers decorate a iced sheet cake or cupcakes.  (White cake is fine, but Red Velvet Cake is more liturgically correct J and interesting.)  Write “Happy Birthday Church” and add flames, crosses or other symbols with red icing tubes.  Older elementary children can serve the red punch.  Children can also lead the congregation in singing Happy Birthday and blowing out the candles.

2.      Children’s classes can prepare red crepe paper stoles for all worshipers to wear during worship.  Precut the red streamers and ask children to add a Pentecost sticker (church, flame, dove, “Happy Birthday”) to each end of each stole.  Children may give these stoles to worshipers as they enter the sanctuary or distribute them during the Call to Worship as a worship leader explains the meaning of wearing stoles and briefly introduces Pentecost.

Vocabulary note: Use God’s Spirit or Holy Spirit rather than Holy Ghost.  Holy Ghost conjures up Halloween images throwing children hopelessly off track.

R If the youngest children simply enjoy the birthday party aspect of the day’s worship, that is enough.  Older children are ready to hear a little about the Holy Spirit.  On Pentecost, there are two points:

1.      Even though Jesus has ascended, God is still with us.  We are not on our own. 

2.      God gives us power that enables us to do God’s work on earth.  God inspires us, gives us gifts (talents), and works through us.  God expects us to “do something in God’s name.”  This is a powerful self-image.  We are powerful and God has work for us to do.  Impress it on the children, encouraging them to identify and practice their gifts.  Tell stories about people and churches doing this.  Look forward to seeing what each of them do for God.  Celebrate that fact with amazed joy.

R The best Pentecost songs for children are often familiar short choruses.

“Spirit of the Living God Fall Afresh on Me”

“Every Time I Feel the Spirit”

 – Consider singing only the chorus since the verses refer to unfamiliar to children Bible stories and the River Jordan.

“I’m Gonna Sing When the Spirit Says Sing”

-          Make up new verses that match the ideas or illustrations in the service, e.g. I’m gonna serve, walk (fund raiser walks), etc.

R “Breathe On Me Breath of God,” even with its Elizabethan English, is one of the best longer Pentecost hymns for children.  They savor the repeated first phrase of each verse and figure out the rest of the verses over the years.

R It is a good day to sing hymns from different countries.  Many current hymnals include Spanish and Asian hymns with words printed in that language and English.  If each hymn is introduced with a simple “our next hymn comes to us from the Christians in NAME OF COUNTRY” children will enjoy all the variety and learn that the church includes people who speak many different languages.

Acts 2:1-21

R Before reading the story, alert worshipers to the list of the homelands of people in the Pentecost crowd.  Project or display a map of the region and point out where each named place is.  When possible name the language spoken in each place at that time.   Laugh about how hard it is to pronounce some of the names.  Get a show of hands from the congregation to learn who has visited which places.  Note the places , like Libya, that are in the news today.  The goal is not that the children know and pronounce all the names, but that they realize that these were real places and the people who lived in them were real people visiting in Jerusalem.

R Wind and fire are the two key symbols in this story.  The list at the beginning of this post offers lots of suggestions for using them in worship.  Especially on Pentecost, include the overwhelming power of wind and fire as well as the comforting ones.  Refer to the power of raging forest fires, exploding volcanoes, windy storms.  Tell stories of people acting powerfully to do great things in God’s name.  Encourage the children to see themselves doing the same.

Numbers 11:24-30

Moses’ “Would that all the Lord’s people were prophets and that the Lord would put his spirit on them” is a birthday wish for the church.  It might be said aloud before the candles on the birthday cake are blown out or incorporated into a litany prayer of intercession in which it is the congregation’s response.

Psalm 104:24-34, 35

With so much else attracting the attention of children, the psalm may slide by.  To provide children with a worship worksheet, print the text in the middle of a page and frame it with empty blocks.  Invite children to illustrate a word and phrase they find in the psalm in each block.

1 Corinthians 12:3b-13

R The CEV translates verse 7, “The Spirit has given each of us a special way of serving others.”  Use it to tell children that each of them has been given one-of-a-kind (not “special” as in fancy, but simply unique to them) abilities. Their job is to recognize them, practice them, and use them to love God and other people.  Point to recognizable gifts among members of the congregation as examples.  Offer the children a worship worksheet with a big gift box on it.  Invite them to draw or write about their gifts in each section of the box, fold it up, and put it in the offering promising God to use those abilities well.

R With all the fire and wind images, it is probably wise to save the body of Christ image for a separate Sunday on which it can be the focus.

John 20:19-23 or 7:37-39

R Of the 2 John readings, John 20:19-23 is the first choice for children, even though it was read on the Second Sunday of Easter.  It provides a second story of the giving of the Holy Spirit.  However, since there is no way to explain why there are two such different accounts of Pentecost in the Bible, I would skip the gospel entirely this week to focus on the Acts Pentecost story.

R If you do read it, check out The Second Sunday of Easter for a way to link the passage to “forgive us our debts and we forgive our debtors.”  

Year A - The Third Sunday in Lent (March 27, 2011)

There are a lot of thirsty people in today’s texts.  To get worshipers of all ages thinking about thirst slaking water, borrow a bubbling fountain to display prominently in the worship center.  As the service begins urge the worshipers to listen both to the fountain and for all the thirsty people in worship today.  Offer as a hint, that some of the people are thirsty for water and some of the people are thirsty for something else.  If it fits your theme, encourage them to ponder what they are thirsty for.  During some of the prayers, leave silence in which people can simply listen to the fountain and remember God’s life giving love.

Exodus 17: 1-7

The key to presenting this story to children is Moses’ staff.  It is the staff that connects this story to all the important preceding Exodus stories.  Moses’ staff was turned into a snake at the burning bush.  Aaron turned the staff into a snake which ate the staff/snakes of the Egyptian magicians.  The staff dipped into the Nile turned it into blood.  Held over the Nile, it produced frogs.  Pounded on the dust, it produced gnats.  Moses raised it producing the great hail storm and later the swarm of grasshoppers.  Then, Moses held it out to divide the Sea so that God’s people could pass through safely beyond Pharaoh and his army.  So, bring a large walking stick to display during worship.  With it illustrate a brief account of how Moses used it on the escape from Egypt.  Then read Exodus 17:1-7 emphasizing, maybe picking up the staff as you read, the phrase "take in your hand the staff with which you struck the Nile, and go..." (NRSV)  

I think God used Moses’ staff to remind people that just as God had been with them in the escape from Egypt, God was with them in the hard times in the wilderness.  God would be with them always. 

FYI - “Aaron’s Rod” in Wikipedia notes Jewish, Christian, and Muslim use of this staff that may be fodder for more adult exploration of the staff as a symbol of God’s powerful presence.

To set listeners up for Psalm 95, point out the significance of the names of the well and urge them to listen for those names in another scripture today.  Also note that God’s people camped there for a long time, maybe years, and drew water from that well every day.  Imagine going to a well that reminds you that you tested and quarreled with God about drinking water.

Psalm 95

Read this psalm AFTER exploring the Exodus story.

Start by reading verses 7c-11.  Note the names of the well and the connection to the Exodus story.  Briefly, celebrate being biblical scholars!  Then read the entire psalm.  It could be read by one reader, in unison by God’s people (the congregation), or the separate praises of verses 1-7b could be read by a series of readers with verses 7c – 11 read by another more pensive reader.  The latter would be a good worship leadership opportunity for an older children’s or youth class.

Romans 5:1-11

What Paul might have said to the children:

There is something you need to know that we grownups don’t like to talk about a lot.  Bad things are going to happen to you.  You are going to get sick or hurt.  People you love are going to get sick or hurt.  Or, those people are going to hurt you by what they do.  You may get caught up in war or be the victim of a crime.  Bad stuff like that just happens.  Also, sometimes when you try to do good important things, things that God wants, you might get hurt.  Paul got beaten up for preaching.  Some people in the middle East have been beaten up, even killed, this month for protesting against unjust rulers.  So, you need to know that bad things will happen to you during your life.  You can count on that.

But, you also need to know that God will be with you when those things happen.  You can count on that too.  Sometimes it won’t feel like God is there.  It is easy to get mad at God when bad things are happening.  We yell, “Why don’t you stop it, God?”   We worry that God must not love us if this is happening to us.  We wonder if we are so bad that God is punishing by letting the bad things happen to us.  Sometimes, we even wonder if God is there at all.  At times like this it is important to remember that God loves us always and is with us even when the bad stuff happens. (Say it again, slowly for emphasis.) God may even be working through us to take care of the world.  We can count on that.  We have to depend on our heads to remember this even when our feelings can’t.

Remember, even Jesus got whipped, nailed to a cross, and died.  But that was not the end of his story.  He was raised on Easter.  It is the same with us.  The bad times are never the end of our stories.  Remember that.

Paul might have gathered the children to tell them this.  Or, in the middle of talking to the adults  (aka , “the sermon”) he might have said, “Children, this is for you.  Listen up.” 

We don’t talk to children like this often.  For that reason, doing so can be memorable.  It can also prepare children for the bad times when they do come.

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The cross is a reminder of Paul’s message about suffering.  Point to crosses in your sanctuary and tell stories of suffering in your congregation and community.  Describe how looking back we can see God’s presence in those times. 

Give the children ( or all worshipers) a small cross to carry with them as a reminder that God is with them in bad times as well as good.  Oriental Trading Company is one on-line source for such things.  Click on Oriental Trading Company crosses for a vast array of inexpensive crosses for distribution.  My favorite one for today is a polished worry stone printed with a cross.  Unfortunately, those are almost one dollar a piece – maybe a little pricey.

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“There’s A Wideness in God’s Mercy” again comes to mind as an appropriate child accessible hymn.  Perhaps it can be sung repeatedly this Lent.  If you do use it, remember to introduce “mercy” as “love” before it is sung.

Paul’s message is an opportunity to do a little worship education about the Benediction.  Ask the children to join you at the front to help you with the Benediction.  Briefly note that worship ends the same way every Sunday.  A worship leader stands up front and urges everyone to do something during the coming week and then reminds them that God will be with them as they do it. Then walk them through the benediction below.  Finally ask them to stand with you facing the congregation and to repeat each line after you.  If it is appropriate in your tradition, lead them in raising their hands to bless the congregation as they repeat the last 2 phrases.

Remember when good things happen this week

God is with you.

Remember if bad things happen this week

God is with you.

So,

Go in peace.

Amen

John 4:5-42

Most of this story is a very sophisticated conversation between Jesus and a Samaritan woman at a well.  Children, however, can skip the conversation about water and hear a calling a disciple story.  Jesus treated the total outsider with respect and kindness.  Nobody treated her that way!  In response, she left her water jug (like the fishing disciples left their nets and Levi left his tax office) and became the first evangelist, telling everyone in town about Jesus.  And, she was  successful.  The town believed her first and then believed Jesus.  That is a story worth remembering.  As they get older, children can appreciate the conversation that was at the heart of the story.

Children do need an introduction to the Samaritan woman before they can understand her encounter with Jesus.  They need to know all the things that meant Jesus shouldn’t care at all about her.  She is a Samaritan.  She is a woman.  She is so unpopular that she comes to get water in the middle of the day when she thinks no one else will be there to say mean things to her or call her names.  She is a real loser. 

If you want to explore the conversation:  The water image in this story is complicated.  It’s not just water, it’s living water.  Explaining the word play there simply doesn’t help children get the joke.  It is more productive to put John’s message into your own words for them.  Verses 31 -34 are a good place to start.  Jesus says it takes something other than food and water to make us feel “alive.”  Jesus felt like he had everything he needed after talking to the lonely lost woman and seeing her feel that she was “alive” again. 

Before reading the verses, list some of things that make people feel “alive” today – soccer, their music, spending time with a good friend, etc.  Note that those things can make us feel more “alive” than food or water.  Then read what Jesus said about what made him feel “alive.”

That something other than food or water makes us feel “alive” is not so surprising.  What is surprising is what Jesus says keeps him “alive.”  It is loving like God loves.  In this story it is making friends with a really outsider woman and in the process making her feel totally different about herself.  This can lead to descriptions about how people felt about working on congregational mission projects.  (Be sure to include projects in which children participate.)

I’ve been trying to identify a baptism connection to this story for children – but am coming up dry.  Anyone else have ideas about this?  Please, share in the Comments.

No matter how you unpack this story, it is a very long scripture reading!  It is mainly a conversation between Jesus and the woman.  To bring it to life and edit out all the “he said”s and “she said”s, present it with three readers.  The Narrator reads from the lectern.  Jesus sits near the center of the worship space.  The woman stands beside him.  All read from scripts inside dark binders.  A rehearsal in which emphasis is on reading dramatically will be essential.  Below is one simple script.

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Narrator:  So he came to a Samaritan city called Sychar, near the plot of ground that Jacob had given to his son Joseph.  Jacob’s well was there, and Jesus, tired out by his journey, was sitting by the well. It was about noon.  A Samaritan woman came to draw water, and Jesus said to her,

Jesus:  Give me a drink. (His disciples had gone to the city to buy food.)

Woman:  How is it that you, a Jew, ask a drink of me, a woman of Samaria?  (Jews do not share things in common with Samaritans.)

Jesus:  If you knew the gift of God, and who it is that is saying to you, ‘Give me a drink,’ you would have asked him, and he would have given you living water.

Woman:  Sir, you have no bucket, and the well is deep. Where do you get that living water?  Are you greater than our ancestor Jacob, who gave us the well, and with his sons and his flocks drank from it?”

Jesus:  Everyone who drinks of this water will be thirsty again, but those who drink of the water that I will give them will never be thirsty. The water that I will give will become in them a spring of water gushing up to eternal life.

Woman: Sir, give me this water, so that I may never be thirsty or have to keep coming here to draw water.

Jesus: Go, call your husband, and come back.

Woman: I have no husband.

Jesus:  You are right in saying, ‘I have no husband’; for you have had five husbands, and the one you have now is not your husband. What you have said is true!

Woman: Sir, I see that you are a prophet.  Our ancestors worshiped on this mountain, but you say that the place where people must worship is in Jerusalem.

Jesus:  Woman, believe me, the hour is coming when you will worship the Father neither on this mountain nor in Jerusalem.  You worship what you do not know; we worship what we know, for salvation is from the Jews.  But the hour is coming, and is now here, when the true worshipers will worship the Father in spirit and truth, for the Father seeks such as these to worship him.  God is spirit, and those who worship him must worship in spirit and truth.

Woman:  I know that Messiah is coming (who is called Christ). When he comes, he will proclaim all things to us.

Jesus:  I am he, the one who is speaking to you.

Narrator:  Just then his disciples came. They were astonished that he was speaking with a woman, but no one said, “What do you want?” or, “Why are you speaking with her?” ²⁸ Then the woman left her water jar and went back to the city. She said to the people,

Woman walks off and faces away from Jesus.

Woman: Come and see a man who told me everything I have ever done! He cannot be the Messiah, can he?

Narrator :   They left the city and were on their way to him. Turning back toward Jesus.  Meanwhile the disciples were urging him, “Rabbi, eat something.”  But he said to them,

Jesus:  I have food to eat that you do not know about.

Narrator:  So the disciples said to one another, “Surely no one has brought him something to eat?”   Jesus said to them,

Jesus:  My food is to do the will of him who sent me and to complete his work.  Do you not say, ‘Four months more, then comes the harvest’? But I tell you, look around you, and see how the fields are ripe for harvesting.  The reaper is already receiving wages and is gathering fruit for eternal life, so that sower and reaper may rejoice together.  For here the saying holds true, ‘One sows and another reaps.’   I sent you to reap that for which you did not labor. Others have labored, and you have entered into their labor.

Narrator:  Many Samaritans from that city believed in him because of the woman’s testimony, “He told me everything I have ever done.”  So when the Samaritans came to him, they asked him to stay with them; and he stayed there two days.  And many more believed because of his word. They said to the woman, “It is no longer because of what you said that we believe, for we have heard for ourselves, and we know that this is truly the Savior of the world.”

From New Revised Standard Version

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