UU identity – Dan Harper

Who Are We, Anyway?

Readings

The first reading comes from the 2011 book “American Religion: Contemporary Trends,” by sociologist Mark Chaves.

Why the dramatic increase in religious “nones” [since 1990]? … The best explanation for the acceleration of that trend is that it represents a backlash to the religious right’s rising visibility in the 1980s. As Claude Fischer and Michael Hout put it, “the increasing identification of churches with conservative politics led political moderates and liberals who were already weakly committed to religion to make the political statement of rejecting a religious identification.” The basic idea is this: if I was raised, say Catholic or Baptist, and I am a social and political liberal who is not particularly religious, before 1990 I still would be comfortable enough with my religious background to tell a pollster that I am Catholic or Baptist. But after Jerry Falwell’s and Pat Robertson’s rise to prominence, heavy Catholic church involvement in anti-abortion activism, and extensive media coverage of the religious right’s campaigns against feminism, evolution, and homosexuality, I am less comfortable affiliating with the religion in which I was raised. Now I am more likely to respond to a religious preference question by saying “none” because that is a way to say, “I’m not like them.” After 1990 more people thought that saying you were religious was tantamount to saying that you were a conservative Republican. So people who are not particularly religious and who are not conservative Republicans now are more likely to say that they have no religion. [pp. 20-21]

The second reading is from “Why I am a UU: An Asian Immigrant Perspective,” by Kok Heong McNaughton.

“I am an ethnic Chinese born and raised in Malaysia…. I first heard the word ‘Unitarian’ in 1976 from a Taiji student of mine who was a member of the Unitarian Church of Los Alamos…. I followed the activities of this church through their newsletter for several months before attending my first service.

“This was a service about Amnesty International. It blew my mind. Back home in Malaysia, I grew up without political freedom. As students, we were told to avoid any involvement in politics. Our job was to study. Leave politics to the politicians. Accept the status quo. Don’t rock the boat. You’ll be OK. Try to make trouble? You’ll mysteriously disappear and rot in a jail somewhere. Here I was flabbergasted because here’s a group of people whose passion was to free political prisoners in third world countries! I never knew about Amnesty International. I suddenly felt this connection of humankind for one another, that there are people here in the free world who care enough to fight against injustices in the world. I never knew of a church that would take a stand on human rights issues. I had thought that all one does in a church was to sing hymns, praise the Lord, pray for one another’s salvation, and put money in the collection basket.

“After that first service, I returned again and again. The more I found out about Unitarian Universalism, the more it fitted. I particularly appreciated the use of science and reason to explore and to determine for oneself what is the truth, what are myths, what to accept and what to reject in building one’s own unique theology. I didn’t have to take everything on blind, unquestioning faith. Another aspect of Unitarian Universalism that makes me feel special as an Asian American is the emphasis on cultural, ethnic and religious diversity. I didn’t have to check a part of me at the door and to pretend to be who I wasn’t. My ethnic differences were not only accepted, but they were affirmed and upheld. People were interested in what I had to share: I teach Taiji and Qigong, I taught Chinese cooking classes, I bring ethnic foods to our potlucks, I even share my language with those who were interested. I am often consulted about Taoist and Buddhist practices and readings, and asked if I thought the translations were accurate. My opinion mattered. This not only gives me pride in my culture, but it also encourages me to dig deeper into my own heritage, to find out more in areas where my knowledge and expertise are lacking. It helps me to look at my heritage with fresh eyes.”

Sermon: “Who Are We, Anyway?”

Fifteen or so years ago, back when I was working at First Unitarian in New Bedford, an old college friend who became a rabbi paid me a visit. He brought his children along to see the church building, a big old stone pile built when New Bedford had the highest per capita income of any city in the United States. I pointed out the huge Tiffany glass mosaic behind the pulpit, and a few other historical objects that I figured visitors would be interested in. Then my friend the rabbi wanted to point out a few things to his children. “In a Christian church,” he began. “Well,” I said, not wanting to contradict him in front of his kids, “We got kicked out of the Christian club more than a century ago. So I’m not sure you could call us Christians.”

My friend the rabbi looked surprised. From his point of view, of course we were Christians: we met on Sunday, we had a church building, our services are almost identical to typical mainline Protestant church services. “Then what would you call yourselves?” he said. “Um,” I said, “Maybe Post-Christians? That probably describes us best.” While I said it, I realized that the term “post-Christian” would have little or no meaning to his children, then aged about 5 and 7 years old. Nor would the term post-Christian mean anything to the vast majority of adults in the United States.

This trivial anecdote gets at a big question: Who are we, anyway?

On the one hand, there’s a pretty good argument to be made that we are, in fact, Christians. So what if the other Christians didn’t let us into the Christian club when they formed the National Council of Churches, and later the World Council of Churches? Christians are fairly notorious for saying that other Christian groups aren’t “real Christians.” At various times, other Christians have said this about the Mormons, the Christian Scientists, the Seventh Day Adventists… and right now the United Methodists are splitting apart because the conservatives among them say that “real Christians” would never allow same sex marriage. Christians are pretty notorious for saying that other Christians are not Christians. So just because Unitarian Universalists got kicked out of the Christian club doesn’t mean that we’re not Christians.

On the other hand, while there are many Christians among us, I’ve met Unitarian Universalists who think of themselves as atheist, Pagan, Jewish, Buddhist, Hindu, Muslim, or nothing in particular. I’ve been to a number of Unitarian Universalist Pagan services that had absolutely nothing to do with Christianity. I’ve hung out with Unitarian Universalist Jewish groups, who are quite firm about absolutely not being Christian. Then there are the many sub-groups among us who don’t do any kind of deity — the atheists, the non-theists, the humanists, the apatheists (people who are apathetic about the concept of God), the religious naturalists, and so on. Among the atheists there are Christian atheists, atheists who want to retain the cultural aspects of Christianity. And then there are people like me, the wild-eyed mystics who don’t fit neatly into any of these categories. We have way too much religious diversity to be considered Christians.

Part of the problem is that Christians are generally allowed to have just one religious identity. You are either one thing, or another. You can be a Christian or a Jew, but you can’t be both. It gets even narrower than that: You can be a Roman Catholic or a Protestant, but you can’t be both. Christianity presents a distinct contrast to some East Asian cultures, where it can be completely acceptable to feel affiliated (to for example) Taoism, Buddhism, Confucianism, and folk religious practices all at the same time.

Another part of the problem is that Christians generally think of religion as being all about correct belief. You believe in God, you believe in the Trinity, then you’re a Christian — and then the Christians try to impose that criterion onto other religious traditions. However, any comparative religion scholar can tell you that there are plenty of other religious traditions that are not focused on belief.

A third part of the problem is that our Christian-dominated culture assumes that religion has only a few big categories. There’s Christianity, which is assumed to be the paradigm against which all other religions are measured. There’s Judaism, which is sort of like Christianity without Jesus. There’s Islam, which is sort of a branch of Christianity with another prophet. There’s Buddhism, which is sort of like Christianity because Buddha is a reformer like Jesus. There are some other major religions which kind of resemble Christianity. Then there are lots of “primitive religions” which are primitive because they don’t resemble Christianity. When you put it like this, it all sounds like nonsense, and yet a great many people in our society really do think that other religions are honest-to-goodness religions only insofar as they resemble Christianity.

In light of our societal prejudices, no wonder it’s hard to explain Unitarian Universalism. We don’t have a problem with multiple religious identities, like Unitarian Universalist Buddhist or Unitarian Universalist Christian. We don’t have one correct belief, but expect that we will all be open and searching. We don’t feel that Christianity is the paradigm against which all other religions are measured. By our society’s standards, we are not, in fact, a “real religion.”

And honestly, many of us are just as happy that we’re not considered a “real religion.” The religious right has created a climate where to be religious means being sexist and homophobic. The religious right has created a climate where to be religious means rejecting evolutionary science, rejecting climate science, and maybe even rejecting all science that comes up with inconvenient conclusions. The religious right has even begun to create a climate where to be religious means being a Christian nationalist. No wonder that a growing percentage of Americans, when asked to identify their religious affiliation, choose “none.” So if the Christian right claims that we Unitarian Universalists are not a “real religion,” that may be the best thing that could happen to us.

I’ve now spent much of this sermon in explaining, not who we are, but who we are not. This is the reality of being a Unitarian Universalist in our society: we don’t fit into the neat little box of American religion. I’m afraid we just have to get used to the fact that we’re going to have to explain over and over again that we don’t require people to believe in God, that we are not Christian nationalists, and that by American standards we are not a “real religion.”

For a positive statement of who we are, we can turn to the second reading, the excerpt from Kok-Heong McNaughton’s essay “Why I Am a UU.” A few things stand out for me in Kok-Heong’s essay.

First and foremost, as Unitarian Universalists we care enough to fight against the injustices we see in the world around us. Our religion does not exists only to support our personal spiritualities. We also come together to make the world a better place. While this might seem to be a characteristic of many religions, our approach is slightly different. Rather than having a pre-determined notion of what we should do to make the world a better place, we look at the many problems around us and use reason to determine where we might make the most difference.

The use of reason is an important part of who we are. Rather than relying on blind, unquestioning faith, we ask questions and and use our reasoning powers to try to answer those questions. Since we know how easy it is for us human beings to deceive ourselves, we also come together as communities to try to get closer to the truth. In other words, we use the principles of scientific method. Scientific method requires a community of peers to examine each other’s hypotheses and conclusions. You have to be willing to rethink your conclusions if other people show you evidence that you might be wrong.

We also attempt to value the cultural, ethnic, and religious diversity among us. This actually goes along with our search for truth: we know from science that all human beings have biases that we’re not really aware of, and in order to get through our biases to the truth, we need to constantly check with other people who may lack our biases. I will also say that this for me is the most exciting part of being a Unitarian Universalist. As a straight white provincial male from west of Boston, it’s way too easy for me to think that Boston is the Hub of the Universe and that there is no life west of the Connecticut River; which means it’s way too easy for me to take for granted things that I should really be questioning. Our religious, cultural, and ethnic diversity is one of our greatest strengths.

One of the ways we celebrate our diversity is by allowing the various individuals in our community to share their individual talents and expertise. You can see that here at First Parish. Our members teach our religious education classes to our children. One of our members with expertise in Buddhist practice leads a meditation class. Our circle ministries are planned and coordinated by our members. Our social justice programs are planned and led by our members. And while a minister leads a little more than three quarters of our Sunday morning services, close to a quarter of all our services are led by lay people. Each one of us represents a source of knowledge and wisdom, and we encourage each other to find out more where our own knowledge and expertise is lacking.

Our religion does not provide certainty. Instead of saying, “We have the one true answer so you better come join us,” we say, “We’re trying to figure all this out, why don’t you come join us?” Can we sum all this up in a single simple positive statement? There used to be a push for Unitarian Universalists to come up with an “elevator speech,” a ten-second spiel on Unitarian Universalism that we could spit out if someone asked us to explain our religion while sharing an elevator with someone. The format of an elevator speech tends to push people to try for certainty: we are this, or we are that. But if we’re a faith without certainty, then an elevator speech will most likely misrepresent who we actually are.

So it is that if someone asks me — Who are you Unitarian Universalists, anyway? — I don’t have a set response. I may say that we don’t care much about what you believe, but we do care what you do with your life. I may say that we believe the search for truth is ongoing, and that searching for truth works best in a community where a diverse group of people can help you challenge your unquestioned assumptions.

Sometimes, someone is insistent to know exactly what it is the Unitarian Universalists “believe.” So here’s what I might say to give a positive statement of what Unitarian Universalism is all about. We care enough to fight against injustice; we use science and reason to help us find the truth; we need community to help us find truth; we value cultural, ethnic, and religious diversity; we all take responsibility for teaching and learning together.

And if I meet someone who seems genuinely interested in our congregation, who seems like they’re maybe thinking about becoming a part of our congregation, then I won’t spend a lot of time explaining who we are, or what we “believe.” When Kok-Heong McNaughton started asking about her local Unitarian Universalist congregation, the person she talked to didn’t waste time in explanations: “When I indicated an interest,” said Kok-Heong, “instead of giving me an earful, she simply called up the church office and put me on their newsletter mailing list.” If we’re more about deeds than creeds, the newsletter is a pretty good way to introduce someone to our actual deeds.

And maybe that’s the best short answer to the question, “Who are you Unitarian Universalists, anyway?” Read our newsletter. Look at our website. Know us by what we do.

The Importance of Community

Readings

The first reading is a tale titled “The Strength of Community,” from the book Tales of the Hasidim by Martin Buber, translated by Olga Marx.

It is told:

Once, on the evening after the Day of Atonement, the moon was hidden behind the clouds and the Baal Shem could not go out to say the Blessing of the New Moon. This weighed so heavily on his spirit, for now, as often before, he felt that destiny too great to be gauged depended on the work of his lips. In vain he concentrated his intrinsic power on the light of the wandering star, to help it throw off the heavy sheath: whenever he sent some out, he was told that the clouds had grown even more lowering. Finally he gave up hope.

In the meantime, the hasidim who knew nothing of the Baal Shem’s grief, had gathered in the front room of the house and begun to dance, for on this evening that was their way of celebrating with festal joy the atonement for the year, brought about the the zaddik’s priestly service. When their holy delight mounted higher and higher, they invaded the Baal Shem’s chamber, still dancing. Overwhelmed by their own frenzy of happiness they took him by the hands, as he sat there sunk in gloom, and drew him into the round. At this moment, someone called outside. The night had suddenly grown light; in greater radiance than ever before, the moon curved on a flawless sky. [Book 1, p. 54]

The second reading is from Keeping Heart on Pine Ridge: Family Ties, Warrior Culture, Commodity Foods, Rez Dogs, and the Sacred by Vic Glover [Summertown, Tenn.: Native Voices, 2004, pp. 83-83]. In this book, Glover writes about living on the Pine Ridge Indian Reservation, keeping alive the Lakota Sioux ways, including the sacred ceremonies of weekly sweat lodges and the annual Sun Dance.

Had a house full of people again today…. We got a load of wood [for the sweat lodge] and then met back up here, where Lupe made some bean and cheese burritos. Tom came up from base camp, the Old Man stopped by, and some other Sun Dancers came through….

While sitting around the table and drinking coffee, talk led to the Sun Dance, now only four and a half months away. A number of things were discussed, including the presumptuousness of some people who circumvented the protocols of the invitation process and thought they could just show up and start dancing, without speaking to the sponsor, Tom, or the lead dancer, also Tom.

While the discussion shifted to the preparations, the same sentiments were expressed. One of the dancers remarked about his eleven years of preparing before entering the arbor, and now, ‘after three sweat lodges, they think they’re ready to dance,’ he said….

“Overnight Indians,” said another of the men seated around the table. “Everybody wants it to happen right now, and they don’t know how to go about it. They think they’re ready, but they’re not.”…

Maybe it’s the planetary alignment. Maybe it’s the Age of Aquarius. Maybe it don’t take as long as it used to. Maybe there’s a sense of urgency now…. At this Sun Dance we’ve seen more than one person come and dance one year, never to return. “Those people don’t understand,” said Loretta, one day in her kitchen. “They don’t know what commitment means, and their lives are gonna be like that. They didn’t know how hard it was going to be.”

Sermon: “The Importance of Community”

You know the phrase “kumbayah moment.” It’s a derogatory, cynical phrase. When management tells employees they all have to come to some stupid group activity in order to build community, management is trying to create a “kumbayah moment.” During the 2008 elections, conservatives made fun of Barack Obama’s calls for unity, accusing Obama of giving “kumbayah speeches.” Liberals have balked at calls to make common cause with conservatives by saying “Stop the kumbayah.”(1) “Kumbayah” has become synonymous with sappy, manipulative platitudes calling on everyone to just get along. It comes from the folk song “Kumbayah,” which was introduced into popular culture in the 1950s by white singers of the Folk Revival. Then the song became a staple of day camps, overnight camps, and church camps: the song evokes images of camp counselors telling campers to sit around a campfire and hold hands while singing this song.

Originally, the song had an entirely different meaning. A folklorist for the Library of Congress recorded the earliest version of the song in 1926, as sung by Henry Wylie. Wylie begins the song with: “Somebody need you Lord, come by here / Oh Lord, come by here.” And he ends the song with: “In the morning, morning, won’t you come by here / Oh Lord, come by here.” According to the Library of Congress, this song was widely known in the American South. When White northern folksingers discovered the song in the Library of Congress archives, they misinterpreted the Southern Black dialect of Henry Wylie, and turned “Come by here” into “Kumbayah.” (2) In so doing, they unintentionally obscured the original meaning of the song. “Come by Here” is not a feel-good, let’s-all-get-along song. On the surface, it’s a song about hard times, and asking the Lord for comfort. Knowing that it’s an African American song reveals a deeper meaning: it’s a song about oppression and the potential for relief from oppression, and it’s a song of hope that a new day will dawn when oppression will end.

The word “community” has started to become a lot like the word “Kumbayah.” Some corporations tell their workers about the importance of community in the workplace. Some public figures talk about the importance of community in the United States, though often their notion of community only extends as far as their political allies. We give our children vague instructions to “build community,” whatever that means in practice. Like “kumbayah,” the term “community” is beginning to evoke images of camp counselors telling campers to sit around a campfire and hold hands while singing this song, whether they want to or not.

That is a serious misunderstanding of what “community” means. As we heard in the first reading, community can enable you to do things that you could not do on your own. At its best, community allows us to work with others to stop or to prevent oppression. Let me tell you two brief stories that illustrate this point.

The first story is about a young Unitarian minister named James Luther Adams; he later became the greatest Unitarian Universalist theologian of the twentieth century. But in 1927 he was in Nuremberg, Germany, watching a parade during a mass rally of the Nazi Party. Partway into this four-hour long parade, Adams asked some of the people watching the parade about the significance of the swastika symbol. He soon found himself in the middle of a heated discussion, when suddenly he was grabbed from behind and marched down a side street. The person who grabbed him, however, was not a Nazi, but an unemployed merchant marine sailor. This friendly sailor told Adams in no uncertain terms that he was a fool, that in another five minutes he would have been beaten up by the people he was in a heated discussion with, that in Germany in 1927 (six years before the Nazis officially seized power), you learned to keep your mouth shut in public. The sailor then invited Adams to his tenement apartment in the slums of Nuremberg to join his family for dinner.

During that dinner conversation, Adams learned how (to quote him) “one organization after another that refused to bow to the Nazis was being threatened with compulsion. The totalitarian process had begun. Freedom of association was being abolished.” Adams felt this last point was key: freedom of association was being abolished. Nearly a decade later, when he returned to Germany, he witnessed how churches had finally begun to offer what he called “belated resistance” to the Nazi regime; and in this resistance, Adams saw the power of free association. Adams later wrote: “At this juncture I had to confront a rather embarrassing question. I had to ask myself, ‘What in your typical behavior as an American citizen have you done [aside from voting] that would help prevent the rise of authoritarian government in your own country?… More bluntly stated: I asked myself, ‘What precisely is the difference between you and a political idiot?’”(3) So ends the first story about the importance of community.

The second story happened in New York City sometime around 1784. A group of enslaved and free people of African descent gathered together to found an organization called the New-York African Society. They formed this organization for at least three main purposes: to “promote a sense of common purpose”; to promote Christianity among people of African descent; and to provide aid and assistance to each other, and to all people of African descent. This organization was the first voluntary association organized and run by African Americans; it was organized during the early Federal period when many Americans were forming voluntary associations throughout the new country, in order to promote social welfare.

Among its early activities, the New York African Society provided education for those who were still enslaved, and of course they began organizing to bring an end to slavery. The New York African Society also felt it was imperative to organize an all-Black church. New York churches that were run by White people were not especially welcoming to Black New Yorkers. The New York African Society founded its own church, which they called African Zion, though it soon came to be known as “Mother Zion.” This was not just an group of people who got together to pray and sing hymns. They wanted a church building and a paid minister, they wanted to create a strong social institution, and they organized themselves accordingly. According to historian David Hackett Fisher: “Four of the nine [original trustees] could not write, but they knew what they were about. The trustees issued subscription books, raised money for land and a building in 1800, and paid their debts on time. … Mother Zion [church] became a major presence in New York.” Fisher documents how the Mother Zion church served not just as a spiritual resource, but also as political force. In just one small example, when crowds of young White racists disrupted Sunday morning services, the church demanded — and received — police protection from the city council.(4) So ends the second story about the importance of community, and the power of community.

And now, since this is a sermon, I’m going to draw a couple of brief lessons from these two stories.

First lesson: Many people think the sole purpose of religious congregations in our society is to support the religious beliefs of individual people. That was definitely not the case in Nazi Germany. Those German churches that stood up against the Nazis were certainly sustained by their Christian beliefs, but one of their primary purposes was working against authoritarianism. We Unitarian Universalists remember that when the Nazis invaded Czechoslovakia, the Unitarian congregation in Prague became one of those congregations resisting the Nazis; and because of that resistance, Norbert Capek, their minister, died in the Nazi concentration camp at Dachau.

Similarly, the African Zion church founded by the New York African Society was founded as a spiritual resource to Black New Yorkers. But that church also served as a moral and physical center where Black New Yorkers could work together against slavery, and organize themselves to influence the politics of the city of New York. In other words, religious congregations do serve as spiritual centers, but religious congregations also have long served as places where individuals join together in order to become a force for good in wider society. So ends the first lesson.

Second lesson: These days, I think many Americans have the tendency to think of congregations as a kind of leisure time activity. An American adult can spend time with Netflix and video games, or listening public radio, or indulging in sports and boating, or having fun with any number of fun hobbies. Americans with children have all the children’s activities on top of that: school plays, music lessons, Model U.N., sports, Scouting, and so on. Americans ration out their limited leisure time among all these attractive leisure activities. Americans also ration out their limited financial resources; so that, for example, a parent may tell our child that they cannot play hockey this year because they don’t have two thousand dollars to spend on equipment and rink time. With all these attractive leisure-time activities, it’s kind of hard for increasing numbers of Americans to justify spending time and money on old-fashioned religious congregations.

A new documentary film is coming out that provides an interesting response to all this. Brother and sister filmmakers Rebecca and Pete Davis have titled their new film “Join or Die.” In the film, they profile Robert Putnam, a professor of political science at Harvard, whose famous book Bowling Alone documented the demise of community organizations in America. Putnam concluded that civic organizations — everything from congregations, to Parent Teacher Associations, to the Independent Order of Odd Fellows — make major contributions to democracy and good governance. Putnam, and the fmilmmakers, argue that the demise of these organizations is one of the things contributing to the erosion of trust in America today. In a recent interview, filmmaker Pete Davis puts it this way:

“A lot of people think of religion theologically. One of the ways [Robert Putnam] thinks of it is sociologically. Religions are not just beliefs. They’re organizations where people meet. They’re places where you build relationships and develop leadership. They’re places where you meet people different from you and do a lot of volunteer work and political work. Religious spaces provide half of all social capital in the U.S.”(5)

I will make a stronger statement than that: When Americans play videogames at home instead of going to Sunday services, they are actually contributing to the erosion of trust and the weakening of democracy. When we are sitting here in our historic Meeting House, we are not engaging in another leisure time activity. We are not just exploring our personal spiritual beliefs. We are participating in democracy. We are making democracy stronger. Not to put too fine a point on it, we are resisting the growing trend towards authoritarianism.

To this you might respond: But what about those Christian evangelicals who espouse Christian nationalism? They go to church, but they’re using church as a means to promote authoritarianism. This is true, but at the same time, they’re doing exactly what I’m talking about: using the power of freedom of association to promote their own particular agenda. They get it. They understand the power of freedom of association. Yes, they’re using the power of freedom of association in order to restrict the freedom of association for others. What I’m telling you is that we need to use the power of freedom of association to stop them from taking over our country.

So it is that First Parish is not merely a leisure time activity, it is one of the bulwarks of democracy. To use Robert Putnam’s term, it’s where you build social capital. In today’s political climate, I would say that religious congregations and similar organizations are critical for maintaining our democracy. Those who prioritize leisure time activities over building social capital are acquiescing to the growth of authoritarianism.

In fact, if First Parish were just another leisure time activity, I wouldn’t be here. But over and over again, I’ve seen how our Unitarian Universalist congregations actually do make a difference in the world through building social capital. We actually do change society for the better.

I’ll conclude by noting that this is Stewardship Sunday. The Stewardship Committee wants me to make to talk about our fundraising campaign. I feel this whole sermon has been about why you should support First Parish with your presence and your money. But to keep the Stewardship Committee happy, I’ll add three short sentences. It’s a matter of public record what I earn each year. To show my commitment to my principles, I’m pledging three percent of my gross annual earnings to First Parish for the coming year. I wish it were more, because I believe strongly in the power of our congregation to be a force for good and a bulwark of democracy.

Early Education and Unitarian Universalism

Readings

(Read by Mary Parker, chair of the Carriage House Nursery School Advisory Board)

The first reading is a draft of the revised mission statement of Carriage House Nursery School, which is operated by First Parish.

Carriage House Nursery School encourages learning and growth, curiosity and enjoyment, self-esteem and respect for others.

Our commitment to children [is] to provide:
Support for families through strong school partnerships;
Child-centered education;
Attention to the health, safety, and responsive care of all children;
Active, individualized, developmentally appropriate learning;
A culture of respect for one another and for all people and the world in which we live;
A culture of respect and awe for the natural environment, of which we are a small part.

The second reading comes from an article by Abigail Adams Eliot, titled “Nursery Schools Fifty Years Ago,” published in the April, 1972, issue of Young Children magazine:

“Day nurseries had been established for the sake of working mothers, mothers who needed somebody to take care of their children safely during the day…. Nursery schools had a new motivation — program. In fact the nursery school movement grew from a conviction that some definite educational plan is necessary before the age of five…. Nursery schools were no babysitting agencies, nor were they dedicated to the business of getting children ready for elementary school. Rather, they were interested in enrichment — in guiding children toward a more rewarding life….

“In addition to providing a rich program for children, nursery schools tried to educate adults. Contact with parents was an important phase of the work, as it is in good nursery schools today…. I myself told an early graduating class [of teachers] at the Ruggles Street Nursery School and Training Center, ‘If the nursery school movement does not result, ultimately, in better families, it will be a failure.”

Sermon: Early Education and Unitarian Universalism

Recently I’ve been thinking about the relationship between Unitarian Universalism and early education recently. I should explain that “early education” is educational jargon for learning that happens before about age 8. Thus, early education includes first and second grades in school, kindergarten, and pre-primary school or nursery school.

If you’ve ever been in our Parish House on weekday mornings, you’ll know why I’ve been thinking about the relationship between Unitarian Universalism and early education. Each weekday our Parish House houses dozens of young children, ranging in age from two to five, who come to the Carriage House Nursery School. Carriage House Nursery School is owned and operated by First Parish; it’s by far the largest program we provide to the wider community.

Unitarian Universalists have been involved in early education for over a century and a half. I believe that our interest in early education springs directly from our religious commitments. And to explain what I mean, I’d like to tell you about two Unitarians who were innovators in early education, and how their work in education grew out of their Unitarian religion. Then I’m going to tell you a little bit about our own Carriage House Nursery School, and how that relates to our Unitarian Universalism.

I’ll begin with one of my heroines, Elizabeth Palmer Peabody. Elizabeth Peabody was born in Billerica, Massachusetts, in 1804, and was raised in a Unitarian church by a Unitarian mother who was also a school teacher. It is no wonder, then, that Elizabeth Palmer Peabody became an educator who, like a good Unitarian, valued the individuality of each child in her care.

Elizabeth Peabody began her teaching career in and around Boston, and on Sundays she would attend services at the Federal Street Church. The minister there, William Ellery Channing, was the most prominent Unitarian minister of that time. Channing recognized that this young woman had unusual intellectual and spiritual gifts. William Channing so respected Elizabeth Peabody that he formed the habit of taking a walk with this twenty-something school teacher every Saturday so he could discuss that week’s sermon topic with her.

After teaching for a number of years, Elizabeth Peabody opened the West Street Bookstore in Boston. This bookstore became the center for Unitarians and Transcendentalists, and Elizabeth got to know most of the great Unitarians of her day, including: Ralph Waldo Emerson; the early feminist Margaret Fuller; and educational reformer Horace Mann. The bookstore was, in it own way, an educational institution.

But in the 1850s, Elizabeth Peabody returned to teaching school. She became one of the most important figures in the American kindergarten movement. The kindergarten movement was started in Germany by pioneering educator Friedrich Froebel. Elizabeth Peabody brought her own Unitarian beliefs to Froebel’s child-centered education. Here, for example, is how she defined “kindergarten” in her “Lecture No. 1 on Nursery and Kindergarten,” published in 1874:

“A kindergarten means a guarded company of children, who are to be treated as a gardener treats his plants; that is, in the first place, studied to see what they are, and what conditions they require for the fullest and most beautiful growth; in the second place, put into or supplied with these conditions, with as little handling of their individuality as possible, but with unceasing genial and provident care to remove all obstructions, and favor all the circumstances of growth. It is because they are living organisms that they are to be cultivated — not drilled (which is a process only appropriate to insensate stone).”

In Elizabeth Peabody’s day, “drilling” children meant forcing them to memorize and repeat facts and words; it was the main educational technique used in most schools back then. By contrast, Elizabeth Peabody favored a child-centered approach to education. For her, children had to be treated as individual human beings, and this was a direct result of her Unitarian beliefs. Today we might say she affirmed the inherent worth and dignity of every schoolchild.

Elizabeth Peabody also adhered to the Unitarian belief that education is one of the best ways to address social problems. She raised enough money to open a free kindergarten in a poor neighborhood in Boston. When that school proved to be a success, she traveled throughout the United states advocating for free public kindergartens. She also began training kindergarten teachers who could teach in those new schools. While there were others also promoting public kindergartens at this time, Elizabeth Peabody was perhaps the most important advocate, so I think of her as the mother of kindergartens in America.

The next Unitarian educator I’d like to tell you about is Abigail Adams Eliot. Born in Dorchester in 1892, Abby Eliot graduated from Radcliffe College in 1914, and became a social worker. But she quickly learned that social work was not the right career for her. Instead, around 1920 she found herself involved in the then-new nursery school movement. By the 1920s, kindergartens had become fairly widespread. But educators began to see that children under the age of five would also benefit from schooling. Yale professor of education Arnold Gesell put it this way: “The educational ladder of the American public school is a tall one and a stout one, but it does not reach the ground. It does not have a solid footing.” The nursery school movement aimed to bring the ladder of the American public school down to the ground, by providing schooling for children from age two to five.

Abby Eliot went to England to train at one of the first nursery schools, the McMillan Nursery School in London. She learned a great deal in her six months there. Sometimes she learned what not to do. She said: “One of the things I learned very well was never, never to put 32 two-year-olds together in one room. We came close to a panic about 4:30 one Friday afternoon when a think London fog rolled into the open-air shelter we used. The children got to fighting over toys or something, and the fog was so thick that my student helpers and I could not see the children. It was nip and tuck to quiet them before they hurt each other.” This is one of the best arguments I’ve ever heard for small class sizes for young children.

Abby Eliot also quickly discovered the importance of engaging the whole family, and even the wider community. When the school could engage the parents as well as the child, the result — so said Abby Eliot — was to strengthen families. And in one school that Abby Eliot ran, she invited high school students to come learn child development practices, so that when they eventually had children of their own, they would be better parents.

In 1921, Abby Eliot opened the Ruggles Street Nursery School in a disadvantaged neighborhood in Boston. Like Elizabeth Palmer Peabody, she had the same Unitarian-influenced goal of strengthening democracy and addressing social ills through education. Abby Eliot quickly proved to have real talent working with young children, and her school became a center for training nursery school teachers. Eventually, Abby Eliot’s training efforts were incorporated into the Eliot-Pearson Children’s School, part of the Department of Child Study at Tufts University. (A parenthetical note: Tufts is a Universalist college.) The Eliot-Pearson Children’s School remains a training site for teachers working with young children.

I will make one small critique of Abby Eliot, a critique that also applies to Elizabeth Peabody. Like many Unitarians, they saw their mission as helping the poor and disadvantaged. This they understood to mean helping other people, seeing other people as the recipient of their good works. While it is admirable to help others, sometimes Unitarians have forgotten that we have our own problems that need to be addressed. However, after she retired to Concord, Massachusetts, Abby Eliot addressed a social problem within her own family by founding the Community Mental Health Center. She started this clinic based on her experiences of her own relatives who had struggled with mental health issues.

Now that I’ve told you about Elizabeth Palmer Peabody and Abigail Adams Eliot, I’d like to turn to the Carriage House Nursery School, a Unitarian Universalist educational project right here in Cohasset.

When I heard Mary Parker the educational goals of the Carriage House Nursery School in the first reading this morning, I could hear echoes of the Unitarian values of Elizabeth Peabody and Abigail Eliot. Carriage House provides child-centered education — that’s like Elizabeth Peabody studying children to see who they are, and then helping them attain “the fullest and most beautiful growth.” Carriage House provide support for families — just like Abigail Eliot engaged families in her nursery schools. Carriage House fosters a culture of respect for one another, and for all people — just as Elizabeth Peabody treated the children in her care with respect, and fostered a sense of the inherent worth and dignity of all persons. And the mission statement of Carriage House Nursery School — to encourage learning and growth, curiosity and enjoyment, self-esteem and respect for others — sounds exactly like something both Elizabeth Peabody and Abigail Eliot might have said. So you can see that Carriage House Nursery School, even though it is a distinctly non-sectarian school, fosters values that are thoroughly aligned with Unitarian Universalism.

In fact, I’d say that Carriage House Nursery School is our congregation’s largest social justice project. It is clearly the largest community program we run, both in terms of the size of its budget and the number of people it serves. And I would call it a social justice project for several reasons. First, Carriage House aims to strengthen families. We often think that it’s only families in disadvantaged neighborhoods that need to be strengthened, but as a minister I can tell you that there are plenty of families in affluent neighborhoods that need support.

Second, Carriage House nurtures a culture of respect — as it says in the mission statement: “A culture of respect for one another and for all people and the world in which we live; [and] a culture of respect and awe for the natural environment of which we are a small part.” A culture of respect for all people is essential for a civil society essential for democracy. A culture of respect for the natural environment is absolutely critical to helping us address climate change and other ecological disasters.

We tend to forget that education can be a social justice project in itself. Social justice goes beyond providing direct services to those in need. Social justice goes beyond influencing policy makers. Social justice has to include education. When we influence young people, when we instill in them a respect for all human beings and a respect for the interdependent web of life, we are changing the world for the better. And the change that happens in education goes far deeper than providing direct services, or influencing policy makers: we are changing people’s souls.

And do not underestimate the power of early education to change people’s souls. A nursery school like Carriage House can do so much to influence a child’s character, to nurture their growth towards becoming more human, and more humane. Given that democracy is always fragile, we have a constant need to raise more children who are imbued with a respect for all people, and a respect for the web of life. This is why so many Unitarian Universalists over the centuries have gotten involved in education: education is one of the best ways for us to live out our religious values.

And maybe we can think together about how to make this social justice project have even more impact. Can we reduce the amount of money we draw from Carriage House so that we could offer more scholarships? Can we find ways to support the innovative outdoor classroom that was built over the summer? Can we get student teachers to come to Carriage House to experience our educational approach? How can we support the Carriage House Advisory Board, the group of people from First Parish who oversee the work of the school?

And finally — when you think about our First Parish social justice programs, I hope that the first social justice program you think of is Carriage House Nursery School. For Carriage House Nursery School is one of the most powerful ways we live out our values in the wider community: strengthening democracy, and helping children grow in respect for themselves, each other, and the whole world.