For the last year I’ve been pondering the opportunities of using mid-week religious education and worship as a form of outreach. Emergent Church types love small group opportunities outside of the Sunday morning time slot and it seems that mid-week worship is one of those old on-the-verge-of-death Quaker traditions that might be worth revitalizing and recasting in an Emergent-friendly format.

Last Spring I spent a few months regularly attending one of the few surviving mid-week worships in the area and I found it intriguing and full of possibilities but never felt led to do more. It seemed that attenders came and went each week without connecting deeply to one another or getting any serious grounding in Quakerism.

Reflecting on the genesis of a strong Philadelphia young adult group in the mid-1990s, it seemed like the ideal recipe would look something like this:

• 6pm: regular religious ed time, not super-formal but real and pastoral-based. This would be an open, non-judgemental time where attenders would be free to share spiritual insights but they would also learn the orthodox Quaker take on the issue or concern (Barclay essentially).
• 7pm: mid-week worship, unprogrammed
• 8pm: unofficial but regular hang-out time, people going in groups to local diners, etc.

Unprogrammed worship just isn’t enough (just when y’all thought I was a dyed-in-the-plain-cloth Wilburite…). People do need time to be able to ask questions and explore spirituality in a more structured way. Those of us led to teaching need to be willing to say “this is the Quaker take on this issue” even if our answer wouldn’t necessarily pass consensus in a Friends meeting.

People also need time to socialize. We live in an atomized society and the brunt of this isolation is borne by young adults starting careers in unfamiliar cities and towns: Quaker meeting can act as a place to plug into a social network and provide real community. It’s different from entertainment, but rather identity-building. How do we shift thinking from “those Quakers are cool” to “I’m a Quaker and I’m cool” in such a way that these new Friends understand that there are challenges and disciplines involved in taking on this new role.

Perhaps the three parts to the mid-week worship model is head, spirit and heart; whatever labels you give it we need to think about feeding and nurturing the whole seeker and to challenge them to more than just silence. This is certainly a common model. When Peggy Senger Parsons and Alivia Biko came to the FGC Gathering and shared Freedom Friends worship with us it had some of this feel. For awhile I tagged along with Julie to what’s now called The Collegium Center which is a Sunday night Catholic mass/religious ed/diner three-some that was always packed and that produced at least one couple (good friends of ours now!).

I don’t know why I share all this now, except to put the idea in other people’s heads too. The four weeks of Wednesday night religious ed at Moorestown might have something of this feel; it will be interesting to see.

For those interested in curriculum details, I’m basing it on Michael Birkel’s Silence and Witness: the Quaker Tradition (Orbis, 2004. $16.00). Michael’s tried to pull together a good general introduction to Friends, something surely needed by Friends today (much as I respect Howard Brinton’s Friends for 300 Years it’s getting old in the tooth and speaks more to the issues of mid-century Friends than us). Can Silence and Witness anchor a Quakerism 101 course? We’ll see.

As supplementary material I’m using Thomas Hamm’s Quakers in America (Columbia University Press, 2003, $45), Ben Pink-Dandelion’s Convinced Quakerism: 2003 Walton Lecture (Southeastern Yearly Meeting Walton Lecture, 2003, $4.00), Marty Grundy’s Quaker Treasure (Beacon Hill Friends House Weed Lecture, 2002, $4.00) and the class Bill Tabor pamphlet Four Doors to Quaker Worship (Pendle Hill, 1992, $5.00). Attentive readers will see echos from my previous Quakerism 101 class at Medford Meeting.

This is the proposal for the course. I started off with a long introduction on the history and philosophy of Quaker religious education and pedagogic acculturation and go on to outline a different sort curriculum for Quakerism 101.

I took extensive notes of each session and will try to work that feedback into a revised curriculum that other Meetings and Q101 leaders could use and adapt. In the meantime, if you want to know how specific sessions and rolesplays went, just email me and I’ll send you the unedited notes. If you’re on the Adult Religious Ed. committee of a South Jersey or Philadelphia area Meeting and want to bring me to teach it again, just let me know.

Thoughts on a Quakerism 101 Course

Over the last few years, there seems to be a real groundswell of interest in Quakers trying to understand who we are and where we came from. There’s a revival of interst in looking back at our roots, not for history or orthodoxy’s sake, but instead to trying to tease out the “Quaker Treasures” that we might want to reclaim. I’ve seen this conversation taking place in all of the branches of Friends and it’s very hopeful.

I assume at least some of the participants of the Quakerism 101 course will have gone through other introductory courses or will have read the standard texts. It would be fun to give them all something new–luckily there’s plenty to choose from! I also want to expose participants to the range of contemporary Quakerism. I’d like participants to understand why the other branches call themselves Friends and to recognize some of the pecularities our branch has unconsciously adopted.

Early Friends didn’t get involved in six-week courses. They were too busy climbing trees to shout the gospel further, inviting people to join the great movement. Later Quietist Friends had strong structures of recorded ministers and elders which served a pedagogic purpose for teaching Friends. When revivalism broke out and brought overwhelmingly large numbers of new attenders to meetings, this system broke down and many meetings hired ministers to teach Quakerism to the new people. Around the turn of the century, prominent Quaker educators introduced academic models, with courses and lecture series. Each of these approaches to religious education fiddles with Quakerism and each has major drawbacks. But these new models were instituted because of very real and ongoing problems Friends have with transmitting our faith to our youth and acculturating new seekers to our Quaker way.

The core contradiction of a course series is that the leader is expected to both impart knowledge and to invite participation. In practice, this easily leads to situations where the teacher is either too domineering _or_ too open to participation. The latter seems more common: Quakerism is presented as a least-common-denominator social grouping, formless, with membership defined simply by one’s comfortability in the group (see Brinton’s Friends for 300 Years.) One of the main goals of a introductory course should be to bring new attenders into Quaker culture, practice and ethics. There’s an implicit assumption that there is something called Quakerism to teach. Part of that job is teasing out the religious and cultural models that new attenders are bringing with them and to open up the question as to how they fit or don’t fit in with the “gestalt” of Quakerism (Grundy, Quaker Treasures and Wilson’s Essays on the Quaker Vision).

The greatest irony behind the Quakerism 101 class is that its seemingly-neutral educational model lulls proudly “unprogrammed” Friends into an obliviousness that they’ve just instituted a program led by a hireling minister. Arguments why Q101 teachers should be paid sounds identical to arguments why part-time FUM ministers should be paid. A Q101 leader in an unprogrammed meeting might well want to acknowledge this contradiction and pray for guidance and seek clearness about this. (For my Medford class, I decided to teach it as paid leader of a class as a way of disciplining myself to practice of my fellow Philadelphia Yearly Meeting Friends.)

The standard Quakerism 101 curriculum compartmentalizes everything into neat little boxes. History gets a box, testimonies get a box, faith and institutions get boxes. I want to break out of that. I can recommend good books on Quaker history and point participants to good websites advocating Quaker testimonies. But I want to present history as current events and the testimonies as ministry. The standard curriculum starts with some of the more controversial material about the different braches of Friends and only then goes into worship, the meeting life, etc. I want discussion of the latter to be informed by the earlier discussion of who we are and who we might be. The course will start off more structured, with me as leader and become more participatory in the later sections.

Curriculum:

What I want to do is have one solid overview book and supplement it with some of those fascinating (and coversation-sparking!) pamphlets. The overview book is Thomas Hamm’s Quakers in America. Published last year, it’s the best introduction to Quakerism in at least a generation. Hamm wrote this as part of a religions of America series and it’s meant as a general introduction to contemporary Quakerism. His later chapters on debates within Quakerism should be easy to adapt for a Q‑101 series.

Session I: Introductions

• Worship
• In-class reading of two pages from Quakers in America (profile of Ohio Yearly Meeting sessions, p. 1), reflections. (maybe start this class 2?)
• Introductions to one another.

Session II: What Are Our Models

• Worship
• In-class reading of two pages from Quakers in America (profile of First Friends Church of Canton, p. 3), reflections.
• What are our models? Roleplay of “What Would X Do?” with a given problem: JC, George Fox, Methodists, Non-denominational bible church, college. Also: the “natural breaking point” model of Quaker divisions.
• Reading for this class: “Convinced Quakerism” by Ben Pink Dandelion

Session III: The Schisms

• Worship
• In-class reading of two pages from Quakers in America (profile of Wilmington Yearly Meeting sessions, p. 5), reflections.
• Reading for this class: Quakers in America chapter 3, “Their Separate Ways: American Friends Since 1800,” about the branches

Session IV: Role of our Institutions

• Worship
• In-class reading of two pages from Quakers in America (profile of Lake Erie Yearly Meeting, p. 7), reflections.
• Reading for this class: “The Authority of Our Meetings…” by Paul Lacey

Session V: Controversies within Friends

• Could pick any 2–3 controversies of Hamm’s: “Is Quakerism Christian?,” “Leadership,” “Authority,” “Sexuality,” “Identity,” “Unity and Diversity,” “Growth and Decline.” Early in the course I could poll the group to get a sense which ones they might want to grapple with. The idea is not to be thorough covering all the topics or even all the intricacies within each topic. I hope to just see if we can model ways of talking about these within Medford.
• Reading for this class: Quakers in America chapter 5, “Contemporary Quaker Debates,” p. 120

Session VI: Role of worship, role of ministry, role of witnesses.

• Focusing on Worship/Ministry (Witness)/MM Authority (Elders). If the calendar allows for eight sessions, this could easily be split apart or given two weeks.
• Reading for this class: “Quaker Treasures” by Marty Paxton Grundy, which ties together Gospel Order, Ministries and the Testimonies.

Session VII: What kind of religious community do we want Medford MM to be?

• This should be participatory, interactive. There should be some go-around sort of exercise to open up our visions of an ideal religious community and what we think Medford Meeting might be like in 5, 10, 25 years.
• Reading for this class: “Building the Life of the Meeting” by Bill & Fran Taber (1994, $4). I’ve heard there’s something recent from John Punshon which might work better.
• Also: something from the emergent church movement to point to a great people that might be gathered. Perhaps essays from Jordan Cooper & someone at Circle of Hope/Phila.

Books Used:

• “Quakers in America” is Thomas Hamm’s excellent new introduction to Friends is a bit pricey ($40) but is adapting well to a Q101 course.
• “Convinced Quakerism” by Ben Pink Dandelion mixes traditional Quaker understadings of convincement with Ben’s personal story and it sparked a good, wideranging discussion. $4.
• “Quaker Treasures” by Marty Grundy. $4
• “The Authority of Our Meetings…” by Paul Lacey. $4
• “Building the Life of the Meeting” by Bill and Fran Taber. $4

Considered Using:

• “Why Friends are Friends” by Jack Willcuts. $9.95. I like this book and think that much of it could be used for a Q101 in a liberal-branch Friends Meeting. Chapters: “The Wonder of Worship,” “Sacred Spiritual Sacraments,” “Called to Ministry,” “Letting Peace Prevail,” “Getting the Sense of the Meeting,” “On Being Powerful”–I find the middle chapters are the more interesting/Quaker ones).
• Silence and Witness by Michael Birkel. I haven’t read through this yet, but in skimming the chapters it looks like Birkel shys away from challenging the Quaker status quo. Within that constraint, however, it looks like a good introduction to Quakerism. $16.
• “Quaker Culture vs. Quaker Faith” by Samuel Caldwell.
• The Philadelphia Yearly Meeting Quakerism 101 curriculum. It’s not as bad as it could be but it’s too heavy on history and testimonies and too focused on the Jones/Brinton view of Quakerism which I think has played itself out. I’ve seen Q101 facilitators read directly out of the curriculum to the glazed eyes of the participants. I wanted something fresher and less course-like.

And, a few perhaps obvious disclaimers: 1) there are deeply faithful people who grew up in Young Friends programs; 2) there are religious ed instructors who are worried about the message we’re giving our young people and fret as I do; 3) there are a lot of members of the RSoF who just don’t think teaching distinctly Quaker faithfulness is important and wouldn’t agree that there’s a problem.

I don’t think it’s useful to read this without also looking to my early article, The Lost Quaker Generation, which mourns the friends I’ve seen drop out of Quakerism (many of them “birthright,” i.e., born into Quaker families), and We’re all Ranters Now, which argues that our society of seekers needs to become a society of finders if we are to be able to articulate a faith to transmit.
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On June 30, 2000, Julie and I met at a national gathering of Quakers. Fourteen months later we were married at the Woodstown Friends Meetinghouse under the care of the Atlantic City Area Friends Meeting. Roughly fourteen months later, when the sparkles in our eyes were meeting with an approving nod from God and our baby was conceived, I was co-clerk of Atlantic City Area Meeting and Julie was clerk of its Outreach Committee. Ten months later, our infant son Theo was baptized at Mater Ecclesiae Roman Catholic Church in Berlin, N.J. It’s Julie’s new church; I myself remain Quaker, but without a Meeting I can quite call home. What happened?

I don’t want to try to speak for Julie and why she left Friends to return to the faith she was brought up in. But I do have to testify that the reverence, spirit and authenticity of the worship at Mater Ecclesiae is deeper than that in most Friends Meetinghouses. It’s a church with a lot of members who seem to believe in the real presence of Christ. A disclaimer that Mater Ecclesiae is unusual, one of the few churches in the country that uses the traditional Tridentine Mass or Roman Rite, and that it attracts ardent followers who have self-selected themselves, in that they’re not going to their local parish church. I don’t think it’s the Catholicism alone that draws Julie–I think the purposefulness of the worshipers is a large piece. Despite all the distractions (chants, Latin, rote confessions of faith: I’m speaking as a Friend), the worship there is unusually gathered. But more: there’s a groundedness to the faith. In a one-on-one conversation the priest explained to me the ways he thought Quakerism was wrong. I wasn’t offended–quite the contrary, I loved it! It was so refreshing to meet someone who believed what he believed, (Hey, if I didn’t believe in the degeneration of the Roman Catholic Church or the empty professions of hireling priests, I might join him. I also feel comfortable predicting that he would welcome my jousting here.)

What I can talk about is my misgivings about the prospect of raising up Theo as a Quaker in Philadelphia Yearly Meeting. The weakest element of the Religious Society of Friends is its children’s religious education. This is something I’ve seen manifested in two different kinds of ways: content and results.

Quakers have remarkably few expectations of their children. It’s considered remarkable if older children spend a whole ten minutes in Meeting for Worship (I’ve heard adult birthright Friends boast that they’ve never sat through a whole hour of Quaker worship). Quakers are obsessed about listening to what children have to say, and so never share with them what they believe. I’ve known adults birthright Friends who have never had conversations with their parents about the basis of their faith.

Quaker religious education programs often forgo teaching traditional Quaker faith and practice for more faddish beliefs. The basement walls of the Philadelphia Yearly Meeting youth center is painted over with dancing gods, while of the big events of the Young Friends’ annual calendar is a “Quaker sweat lodge”. A culture of touch and physicality (“cuddle puddles”, backrubs) is thought charming and immodest dress is considered a sign of rebellious individuality. Quaker schools publish brochures saying Meeting for Worship is all about “thinking, with God given little notice.” When Quakers want to have “intergenerational” worship, they feel they have to program it with some sort of attention-keeping playtime activity (Mater Ecclesiae echoes Quaker tradition here: “intergenerational” means children sitting through and participating in Mass with the adults).

Too many of the people my age and Julie’s who were brought up at Friends are ignorant of basic Quaker beliefs and are unaware of Quaker traditions (FUM, EFI, Conservatives) outside the easy-going East Coast liberalism they were raised in. For them being a Friend is acting a certain way, believing a certain brand of political philosophy and being part of a certain social group. Too many Young Adult Friends I’ve known over the years are cliquish, irreligious, and have more than their share of issues around intimacy and sexuality.

Don’t get me wrong: these kids are often really good people, children to be proud of, doing great things in the world. Many of them are open-hearted, spiritually-sensitive, and in deeply grounded relationships. But only a very few are practicing Quakers. And when I look at the religious education they get, I can’t say I’m surprised. If I were to raise Theo as a Quaker, I would have to “home school” him away from most of the religious education programs offered locally. When all the kids scramble out of worship after ten minutes I’d have to say “no” and tell him to keep sitting–how weird would that be?

Theo has a better chance of sharing the traditional Quaker values of the presence of Christ, of Holy Obedience, and of bearing the cross by being raised as a Catholic in a traditionalist church. It’s more likely he’ll turn out Quaker if he’s baptised at Mater Ecclesiae. Julie and I will be teaching him reverence by example. I’ll share my Quaker faith with him. I’m sure he’ll participate in Quaker events, but consciously, selectively, guardedly (in the old Quaker sense).

If Friends believe they have a faith worth holdling, they should also believe they have a faith worth passing on. Do we?

Related Reading

• Beckey Phipps conducted a series of interviews that touched on many of these issues and published it in FGConnections. FGC Religious Education: Lessons for the 21st Century asks many of the right questions. My favorite line: “It is the most amazing thing, all the kids that I know that have gone into [Quaker] leadership programs–they’ve disappeared.”
• I touch on these issues from the other side in The Lost Quaker Generation, which is about the twenty- and thirty-something Friends that have drifted away