Peterson Post

Faith Sprouts

Over the past couple of years, I’ve had a number of questions from parents and grandparents about where and when to start talking to their young children about faith. Many of them have little or no experience as children themselves or ones that they would not like to repeat. Recently, I began a blog “FaithSprouts”. Designed to provide simple ways to engage small children around stories of faith, the blog includes a short reflection for caregivers, a book suggestion, an activity and a suggested prayer. You can find the most recent blog here . Hopefully these simple stories and practices can support faith in each household.

Linnae Himsl Peterson
Coordinator, Formation Network NH
Episcopal Church of NH

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Christian Faith, the Bible, and Public Schools

My mother began her teaching career in the public schools in the early 1970s. Over the years, she has recounted the times when she was expected to read the Bible to students. She remembers lovingly sharing Bible stories and even praying with her elementary-aged students. However, as the years passed, those expectations changed, and by the time she retired a few years ago, she no longer read—and wonders if she would have been allowed to read—Bible stories to students.

There is no question that the role of the Bible and Christian faith in the public schools has changed dramatically over the last half century. Some of these changes have been for the better; others have been less positive. Still, it has left some wondering, “Is there a place for the Bible and Christian faith in American public schools today? And, if so, what is it?”

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The Village

Our story is so common, a 125 year old congregation, inner-city, wants to minister to the community around it, I’m sure you have heard it all before.

The Facts:
Our average attendance: 170ish
Average Sunday school was: 30ish (all in, all ages)
Most families attended once a month
We have a separate family chapel, attended by substantially more persons than Sunday school hour.

Our take away was that families are interested, but not in our traditional model.
We kept coming back to the old adage “it takes a village…”

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Make Room: A Big Picture View of Lent

When my children were very young I always looked forward to the changing seasons. Inside and outside the church, the turning of the circle brought new colors and sights and smells—plenty of opportunity to explore and create.

My little library of activity books kept us busy. But when it came to Lent I was never satisfied. The kids and I ironed grated crayon on to waxed paper to make stained glass crosses; we made purple paper chains, and hot crossed buns; we even blended and burned our own incense. But something was missing. Continue reading

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A Lord’s Supper Series for Grades 3-5

I created this lesson series to fulfill my Educational Design requirement for educator certification in the Presbyterian Church (USA). I focused on scripture and liturgy together, in the context of biblical miracle narratives.

The first lesson focuses on the Lord’s Supper in its Passover context. Lessons 2-6 incorporate the miracle narratives: The Wilderness Miracles in Exodus 15-16, The Wedding at Cana (John 2:1-12), Feeding the Multitudes (Matt 14:13-21), Cast Your Nets in the Deep Waters (Luke 5:1-11 and The Road to Emmaus (Luke 24:13-35). Students experienced the miracle narratives and learned the Words of Institution while handling the elements. Continue reading

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Christmas Participation Story

I wrote the Christmas Participation Story over 20 years ago. When I was a student at The Presbyterian School of Christian Education, one of my textbooks was A Guide to Recreation, by Glenn Bannerman and Robert Fakkema. One of the activities in that book was a participation story with a “cowboy setting.” It was a popular activity but written in a period where inclusive language and political correctness had yet to develop. I really enjoyed the format, however and began to write similar stories based on biblical texts. I paraphrased the text into a storytelling format in which I repeated words and phrases throughout and assigned groups to respond with certain words, actions, inflections, volume etc. Continue reading