TEACHER'S GUIDE

TO

THE NINE

PROCESSESOF

DEVOTIONAL

~ SERVICE

Contents

Lesson

Introdllction

Lesson One (Sravanam)

Lesson Two (Kirtanam)

Lesson Three (ViShnll Smaranam)

Lesson Four (Pada-sevallam)

LessOl1 Five (Arcllanam)

Lesson Six (Vandanaln)

Lesson Seven (Dasyam)

Lesson Eight (Sakhyam)

Lesson Nine (Atma-nivedanam)

Madhava Class Competition

Cllallenger Game:DamodarlMadan Mohan Competition

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6

16

23

30

36

42

51

60

66

72

73

Drama: "The Nine Processes of Devotional Service 76

Worksheets Separate booklet

Srimad Bhagavatam 7. 5.23

sravanam kirtanam visnohsmaranam pada sevanam

arcanam vandanam dasyamsakhyam alma nivedanam

Translation: Hearing and chanting about thetranscendental holy name, form, qualities,paraphernalia and pastimes of Lord Vishnu,remembering them, serving the lotus feet of theLord, offering the Lord respectful worship,offering prayers to the Lord, becoming Hisservant, considering the Lord one's best friend,and surrendering everything unto Him -- thesenine processes are accepted as pure devotionalservice.

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Introduction

~'Tlle Nine Processes of Devotional Service" is designed for children inall tlrree age levels. The teaching gtlides contain lesson plans for all levels.In this sessio11, the stlldents wilileam the nine different processes ofdevotional service as instnlcted by Prahlad Maharaj. The particular verse andpllrpOrt that is the basis for this class is in the Seventh Canto, Chapter 5,Verse 23.

In addition to examining the achlal processes, the personality whoperfected himself by each process will also be presented. In most cases, thestories of these personalities are told in the student booklets.

This class should be taught over a lO-week period. That gives you onelesso!1 per story and one day for a final quiz. Instead of a test for the session,tllere will be a quiz galne. Most 2-1TIOnth periods have 9 weekends so anextra week can be added without throwing off the schedule much. Y011 mayalso wish to forego the fun day this session.

There are take-home activities for each lesson. The homeworkassignn1ents are a very lTIajor part of the session. These are designed toellcourage the students to sample some kind of devotional service in theirhomes every day. It is important to encourage them in the homework and todo the homework displays outlined in the teacher's guides.

At the beginning of each lesson, you will collect the spiritual"homework" which should be made into a display. This is another great wayto publicize the Sunday School's activities and enthuse the pupils. You willfind more detailed directions in the appropriate lesson guides. If you have thespace, leave the display up for the entire session, adding to it each week asinstnlcted. It's an impressive way to see just how much devotional servicethe children are actually perfonning. It will take time and planning on theteacher's part but is well worth it.

The more the children are involved in creating the displays, the moreenthusiastic they will be to complete their homework for the following week.It does take more time, but if the students can put up their own homework onthe display and take some class time to discuss what they did and how they

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liked it, etc. yOll will have them responding ffillCh better to the spiritllal homeassignments. Who knows? Maybe this will lead to some good lifetimellabits.

A dralna is incllided, called "The Nine Processes of DevotionalService." The drama is able to engage all your students. It would clilminateill a performance for the Sllllday Feast. If you don't want to perfonn for theSllnday Feast, perhaps yOll cOllld hold an open house for parents withrefreshments and samples of the children's work. TIle drama could beperfonned for that event.

The SOllg about Maharaj Ambarish that will be taught to the yOllngestage group in tllis session can also be a nice perfonnance. The small childrencan sing alollg with the tape and do some actions that follow the words.

Additional items needed for the class:+ Children's cassette "Little Vaisnava," Volume 1 (for the Maharaj

Ambarish song in Lesson 6), available from Little Vaisnava Products, POBox 15690, Detroit, MI, 48215. Send $6 plus $3 for shipping.

+ Children's book A Fish is Just a Fish (for optional use in Lesson 7)available from "Krishna Clliture"

+ Video '(.A Fish is Jllst a Fish" (for use in Lesson 7)

Important note to teachers: Before each class the teacher should read theitem corresponding to that day's class in the purport to S.D. 7.5.23. Thiswill give an overview of the particular process that will be taught andPrabhupada's comments on each.

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Session Prolects

If yOll wisll to have projects for the session, here are some ideas. Theycall be iIltroduced in one of the first few class tilnes and worked on at the endof class in the following weeks.

~ladhava Class (Ages 6-8): BookmarksThis may be started in the third week during "smaranam." Having a

spiritual bookmark in a book you are reading is a nice way of rememberingKrishna.

Materials needed for this project are construction paper, yarn orribbon, glitter, glue, glitter pens, old pictures, stars, stickers, sequins.

ellt 3-inch by 8-inch strips of constnlction paper for the bookmarks.Stlldents can choose small pictllres to glue on their strips. (Pictures fromKrishna conscious coloril1g books can be reduced in size, cut and colored togo on the bookmarks, too.) If they like, they can write SMARANAM orKIRTANAM on tIle strip. The children can decorate around the pictures withsequins, stars, glitter or other stickers.

After the decorating has been completed, laminate the bookmarks orcover them with clear contact paper. Using a paper punch, punch a hole inthe bottom of each bookmark. Loop the ribbon or yarn through the holemaking a pretty streamer.

Damodar Class (Ages 9-11): Verse PictureThis may be started the first or second week and continued throughout

the course.Using Worksheet 33, students write the verse and the translation on the

lines provided. The Sanskrit is written on the top four lines and thetranslation on the lines below. They will use different colors of ink or coloredpencils to make the verse color-coded. For example, "sravanam" is writtenin red ink so "hearing" would also be written in red ink. If "kirtanam" iswritten in green ink, "chanting" would be written in green ink. Continue witheach word written in different colors.

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That paper will be mOllnted on 12" X 18" constnlction paper. TheylTIay choose a few of tIle sinall pictllres on Worksheet 34 (represellting someof tIle lline processes) to color and place in the comers of the border orarolllld the sides. TIle finisIled product can be laminated.

All Age Groups: There is a drama, or presentation, about tIle nine processesof devotional service that the combined age grOllpS can perform for thecOllgregatioll. It call ellgage many children and is a nice culmination to theseSSlOll.

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Lesson OneSravanam (Hearing)

Madhava Class (Ages 6-8)

1. Introdllce tl1e session by referring to the Introductiol1 in the stlldents'booklets.

2. IntrodtlCe the verse for the session, found on Page 1. It is from the SrimadBhagavatam, Seventh Canto, Chapter Five, Verse 23.

This shollid be written in advance on a large chart paper or chalkboardtllat can be seen by all the cllildren. Teach it the same way we learn aBhagavatam verse -- first having students repeat each word, then each line, asyou lead. Witll younger children, it helps to point to each word as you chant,so they can gradllally recognize the word and eventually read it on their own.Chant three or [olir times with them responding, then ask for vollinteers tolead the chanting. As students lead, the rest of class still chants responsively.Students then repeat English translation after you.

Chanting of the sloka should be done at the beginning of each weeklylesson. It is an excellent way of getting the children settled in and theirattention focllsed. By the end of the session, they should easily havemastered the verse having practiced this way.

3. Isolate and teach the first word -- sravanam, hearing. A color-coded chartcan be started for the wall to help the students remember the Englishtranslations. Write "sravanam" on a colored strip of paper and "hearing" onanother strip the same color. To reinforce the learning of the personalities,you can also have "Maharaj Pariksit" written on the same color. Tack up theSanskrit and English words in a place where all students can see and wheretllere will be room to add the other eight processes.

t. Tell about the importance of hearing as one of our material senses. Haveall the students be quiet for one minute and then tell of all the things theyheard. Could they tell what was going on in the next room just from whatthey heard? Guide them to the point of realizing how much they can learnjllSt from listening carefully.

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5. Explain tIle spiritllal importance of hearing. Hearing the holy name,hearing Krishna katha, all are necessary for purifyillg our existence. Byproper heari11g they will gain the knowledge needed to realize spiritual life.Bllt hearing is so potent that if we simply hear the holy name nicely, we canbecome cleansed of Ollr material contamination and become true lovers ofKrishna.

6. Mention the vallIe ofhearillg from qualified persons. Then tell them whatyOll think about a certain sllbject, for example, radio. You think that there isa small person illside the box who has many different voices. WIlen you tumon the radio, that person comes on and tells you the latest news and singsSOlne songs. The radio person eats batteries, that's why yOll have to keepputting batteries inside. Of course the students are going to think you aretotally ridiclllollS.

Now ask them if they would rather believe you or Mr. So-and-So whostudied radio teclmology for 4 years in college and now nlakes and fixesradios. Why do tlley believe him? He has studied the subject and become anexpert at it.

For leamillg about Krishna we must also look for an expert who hasstudied the scriptures. Many people are willing to tell us what they think Godwants or what He is like. But we should only believe one who knows byStlldyillg the sllbject thorougWy.

7. Tell the story of Maharaj Pariksit who perfected his life by hearing. Thisis a good story to act out, especially if the teacher plays the part of the king.Choose students to be Shamika Rishi, Shringi, Sukadeva Goswami and thesnake-bird. Maharaj Pariksit can narrate the story and add some dialogue.He will drape a rubber snake around Shamika Rishi's neck, meet Sukadeva,get bitten by the snake-bird, etc. After telling the story, ask a few questionsto be sure the students followed everything. Stress Maharaj' s absorption inhearing.

8. Make copies of Worksheets 1 and 2. Copy Worksheet 2 on various colorsof paper. Staple the two worksheets together before passing out to thestlldents.

After you pass them out, go over the assignment. Read the 9 differentsuggestions for hearing and tell them they are to do at least one of theactivities every day next week. Whatever they did they should write in one ofthe paper strips. TIley should bring the whole paper in next Sunday and the

7

...

class will cut the papers into strips and staple them together nlaking a paperchain. Which class will have the longest chain?

IMPORTANT: Rigllt now in class, llave them write their l1ame ontheir paper. TheIl have them fill in tIle activity for Sunday. They could write"Heard a story abollt Maharaj Pariksit.'" This will demonstrate for them whatto do dllring the week and start them out with a success. DO THIS FOREACH HO~IEWORKPAPER.

Tip the children that they can help themselves to remember theirllomework by taping their homework papers to the refrigerator. They will seeit so many times a day (since they're constantly getting in the refrigerator)and relnind themselves to do it.

You can make a continuing hall display thrOUghOllt this session. CopyWorksheet 3 and put it on the wall where you will have the display. As thestudents bring ill tlleir papers next week, they will staple their strips together,making a long paper chain. One end of the chain will attach to Worksheet 3and, draping the chain along the wall, will end by attaching to a picture ofKrisrula.

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Damodar Class (Ages 9-11)

1. Introduce the sessioll by referrillg to the Introductioll in the stlldents'booklets. You can read a few of the prior verses ill the Bhagavatambeginlling from 7.5.13. Prahlad is being asked by his father to tell what he11as leanled from his demoniac teachers but he replies with "sravanamkirtallatn ViS110ll ... ~~

2. Introduce the verse for the sessioll, found on Page 1. It is from the SrilnadBhagavatatn, Seventh Callto, Chapter Five, Verse 23.

This ShOllld be written in advance on a large chart paper or chalkboardthat can be seell by all the children. Teach it the same way we learn aBhagavatam verse -- first llavillg students repeat each word, then each line, asyou lead. Cllant three or fOlIT times with them responding, then ask forvolllnteers to lead the cllanting. As students lead, the rest of class still chantsresponsively. Students then repeat English translation after you.

Chanting of the sloka should be done at the beginning of each weeklylesson. It is an excellent way of getting the children settled in and tlleirattention focused. By the end of the session, they should easily havemastered the verse having practiced this way.

3. Teach tIle first word of the verse, L-\'ravanam. For future review, have thewords listed 011 index cards. Have the English translation on a separate cardalld the corresponding persollality on yet another card. Have the cards

I displayed on a ledge or wall during the class.In the following weeks, you may hold IIp a flashcard with a word and

ask for the English, Sanskrit or personality. You may simply hold up the cardand ask someone to tell you whatever they know about that word.

4. Talk about the importance of hearing. Ask the students to give you someexamples of how troublesome it would be if you couldn't hear. Whatactivities would become impossible?

You can give some examples of the potency of hearing. Babies canrecognize voices and songs that they heard in the womb. Animals detectdanger froin sounds. Give the examples of Prahlad and Sukadeva (whose\story will be told in the next lesson) who both achieved self-realization byIhearing while in the womb.

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5. Discuss how hearing certain things affects lIS. Hearing calm, peacefultTIusic puts lIS in a peaceful mood. Hearing angry arguments with Sholltingdistllrbs us. Hearing natllral sOllnds like birds alld waves on the ocean relaxeslIS.

Let thelTI discover ll0W hearing does indeed affect our consciousness.Y011 call even play cassette tapes of different sounds and ask the studentshow the sounds make thenl feel. Use loud rock music, classical music, sirens,natliral sOllnds of water or birds, etc.

6. Discuss the importance of hearing spiritllal sOllnd vibrations. JlISt asmaterial sOllnds had different effects on us, spiritual sounds affect ourspiritual lives, our souls. Let stlldents list different types of spiritual hearing.

7. Tell the students that for each devotional process you learn about, there isOlle devotee who has perfectly perfonned that process. In the case of11earing, Maharaj Pariksit is the perfect example. Tell the story of MaharajPariksit. Show the picture in the front of the Srimad Bhagavatam which hasPariksit hearing from Sukadeva Goswami. In the Twelfth Canto, Part One,Plate 6 shows a good picture of Maharaj Pariksit after being bitten by thesnake bird.

Inform the students that for the final quiz, which will be a quiz game,tlley will have to know the stories and the different characters in the stories.

8. Make copies of Worksheets 1 and 2. Copy Worksheet 2 on various colorsof paper. Staple the two worksheets together before passing out to thestudents.

After you pass them out, go over the assignment. Read the 9 differentsllggestions for llearing and tell them they are to do at least one of theactivities every day next week. Whatever they did they should write in one ofthe paper strips. They should bring the whole paper in next Sunday and theclass will cut the papers into strips and staple them together making a paperchain. Which class will have the longest chain?

IMPORTANT: Right now in class, have them write their name ontheir paper. Then have them fill in the activity for Sunday. They could write"Heard a story about Maharaj Pariksit." This will demonstrate for them whatto do during the week and start them out with a successful day. DO THISFOR EACH HOMEWORK PAPER.

Tip the children that they can help themselve's to remember theirhomework by taping their homework papers to the refrigerator. They will see

10

it so many times a day (since they're cOl1stantly getting in the refrigerator)alld relnind themselves to do it.

You can lnake a COlltinllillg hall display tlrrollghout this session. CopyWorksheet 3 and Pllt it on tIle wall wllere yOll will have the display. As thestlldents brillg in tlleir papers next week, they will staple their strips together,rnaking a long paper chain. One end of the chain will attach to Worksheet 3and, draping tIle cllain along the wall, will end by attaching to a pictllre ofKrisiula.

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'-.1

l\1adan Mohan Class (Ages 12-14)

1. Introduce tile sessioll by referrillg to tIle Illtroduction ill tile students'booklets. YOll can read a few of the prior verses in the Bhagavatambegil1l1ing from 7.5. 13. Prahlad is being asked by llis father to tell what he11as learned [roln llis demoniac teachers but he replies with "sravallamkirtallam visnoh ..... '

2. Illtrodllce the verse for the session, found on Page 1. It is from the SrimadBllagavatatn, Seventh Canto, Chapter Five, Verse 23.

Tllis ShOllld be written ill advance on a large chart paper or chalkboardtllat call be seell by all the children. Teach it the same way we learn aBllagavatam verse -- first having students repeat each word, then e~ch line, asyOll lead. Chant three or four times with them responding, then ask forvollinteers to lead the cllanting. As students lead, the rest of class still chantsresponsively. Students then repeat Englisll translation after you.

Chantil1g of the sloka should be done at the beginning of each weeklylesson. It is an excellent way of getting the children settled in and theirattention focused. By tIle end of the session, they should easily havetnastered the verse having practiced this way.

3. Introdllce the first word of the verse, sravanam. For a visllal aid haveeach Sanskrit word, the translation and the personality written on separateilldex cards. As you learn each process stick tllern to the wall, grouping thecards according to each of the nine processes (see below). This will helptllem keep their information straight and can be used in review exercisestllroughollt the session.

[ sravanam kirtanam I( Hearing I Chanting I

~

'1Maharaj ISukadevaPariksit i Goswami I

4. Discuss the effects of hearing (material sound vibration). There are someinteresting observations from the materialists that yOll can talk about. Thepoint you are tryil1g to make is that 11earing things affects our consciousnessin different ways.

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SOlne examples tt) share:• When yOllng childrell listen to Mozart their brain stengthens certain

circllits which also tends to greatly ilnprove tlleir Inathelnatic abilities.• In a book called The Secret Life of Plants, it relates how plants would

grow arollnd a tape player playing Indian shenai lTIusic, completelyencircling the tape player. But plants wOllld grow away from ailother tapeplayer which blasted out Rock and Roll tunes.

• Noise polilition and the stress it causes.• Hearing foreign languages at a yOllng age enables the child to learn the

langtlages much easier later in life.

5. Now that it has been established that hearing can have an effect on thematerial level, you can disClISS the effects of hearing spiritual soundvibrations. First define what spiritual sound is -- sound that connects us toKrislma. M1ISic, singing, speaking -- the same sort of things that we use ourhearing for in the material sense can be used for a spiritual effect.

Let the students give exmnples of spiritual sounds. Hearing mantras,kirtan, transcendental narrations, speaking about spiritual life, etc. allcomprise spiritllal sOlmd vibrations.

6. Stress the importance of hearing in spiritual life. This can be discussedbriefly mId then the students can discover for themselves what the scriptureshave to say about it.

For this exercise the students will find relative verses about hearing andwill also learn how to use the Srimad Bhagavatam. Having the appropriatevollimes available (perhaps more than one of some of the volumes), assign thestlldents a verse to look up and write down.

The books can be placed in one area of the room. The verses to beresearched can be written on the chalkboard, like S.B. 2.1.5 . You shouldteach them that the first 11umber refers to the Canto, the second number is thechapter and the third is the verse number. After each verse written on theboard, write the name of the student who will look up that verse. Theyshould write the translation down on a piece of paper.

. After all have finished, the students can read what they have found,saymg, In the Second Canto, Chapter One, Verse 5, of the SrimadB~agavatam, it is said..." After each student reads, you can discuss the versebnefly or keep a list on the board of the benefits of hearing.

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S.B.l.2.16S.B. 1.8.36S.B.2.2.37S.B. 3.5.11S.B.3.9.11S.B. 3.25.23

Here are some verses about hearing that can be researched by the kids.There are many others.S.B.l.1.19S.B.l.2.17S.B.2.1.5S.B.2.8.4S.B.3.5.13S.B.3.15.25S.B.3.25.25

7. Tell tile shldents that for each devotional process you learn about, there isone devotee who has perfectly perfonned that process. In the case ofhearing, Maharaj Pariksit is the perfect example. Tell the stol)' of MaharajPariksit. Show the pictllre in the front of the Srimad Bhagavatam which hasPariksit hearing from Sukadeva Goswami. In the Twelfth Canto, Part One,Plate 6 shows a good picture of Maharaj Pariksit after being bitten by theSllake bird.

Infonn the students that for the final quiz, which will be a quiz game,they will have to know the stories and the different characters in the stories.

8. Make copies of Worksheets 1 and 2. Copy Worksheet 2 on various colorsof paper. Staple the two worksheets together before passing out to thestlldents.

After yOll pass them out, go over the assignment. Read the 9 differentsllggestions for hearing and tell them they are to do at least one of theactivities every day next week. Whatever they did they should write in one oftIle paper strips. They should bring the whole paper in next Sunday and theclass will cut the papers into strips and staple them together making a paperchain. Which class will have the longest chain?

IMPORTANT: Right now in class, have them write their name onthe paper. Tllen have them fill in the activity for Sunday. They could write"Heard a stol)' about Maharaj Pariksit." This will demonstrate for them whatto do during the week and start them out with a successful day. DO THISFOR EACH HOl\;IEWORK PAPER.

Tip the children that they can help themselves to remerrlber theirllomework by taping their homework papers to the refrigerator. They will seeit so many times a day (since they're constantly getting in the refrigerator)and that will remind themselves to do it.

14

YOll can lnake a contil1l1ing hall display throughout this session. CopyWorksheet 3 and Pllt it on the wall where you will have the display. As thestlldents bring in tlleir papers l1ext week, tlley will staple their strips together,lnakillg a lOllg paper cllaill. One end of the chain will attach to Worksheet 3and, draping the chain along the wall, will end by attaching to a picture ofKrishna.

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Lesson TwoKirtanam (Chanting)

l\1adhava Class

1. Chant tIle verse for the session.

2. Review last week's lesson briefly, asking the meaning of sravanam andtIle persollality famolls for hearing.

3. Have stlldents cut apart their papers from last week's homework. You maywant to give the ones who complete their homework an incentive award eachweek (maha-prasadam, a cookie or a sticker). Let them work in small groupsaIld staple each strip into a ring and join the rings together to make a longchaill. After class it can be joined to the other classes' and put in the hall fordisplay.

For the display: Link or attach the paper chain to a copy of Worksheet3. Stick it to a bulletin board or to the wall and drape the chain along the wall .with the other end attached to a picture of Krishna.

4. Isolate the word "kirtanam" and teach its meaning. The root "kirtan"should give them a good clue to the translation of the word. Write theEllglish and Sanskrit on a different color paper than "sravanam" and add it totIle list on the wall.

5. Discuss the varieties of kirtanam Uapa, kirtan, speaking Krishna katha,preaching, etc.). Explain the importance ofkirtanam as the ytlga dhanna.

6. Reminding them of last week's story, tell of Sttkadeva Goswami as theperson perfecting himself through chanting. This stol)' can be told on atlannelboard using the figures on Worksheet 4 and 5. (If no flannelboard is·vailable, the figures can be stuck on the wall with blue tack.)

Place the figures up as tlley appear in the story. Take advantage of theparrot for a little classroom action. When the parrot is running away, takethe parrot and "fly" all around the room between the children. Lord Shivacan also follow the same path chasing the parrot. They'll love it.

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7. Add Sukadeva Goswami' s name to the ongoing list using the same colorpaper as "kirtanaI11" alld "chanting."

8. Make copies of Worksheets 6 and 7. Worksheet 7 can be copied ontogreen, yellow, red, and orange paper.

Explaill tile 9 sliggestiol1S for chanting on Worksheet 6 and instructthelll to perfonn one of those sllggestions each day. They are to write whattlley did each day in one of the leaves and bring that paper back with thenll1ext Sllnday. Have them fill out the Sunday leaf with "Chanted a verse."

For tIle hallway display, Cllt a tree trunk out of brown constnlctionpaper or blltcher paper. Place that in the hall with Worksheet 8 next to it.When tIle students bring in their leaves next week, they will fill in the tree.

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Damodar Class

1. Chatlt the verse for the session.

2. Review last week's lesson briefly, asking the meaning of sravanam andthe personality fatnolls for llearing. Use the index cards for the review.

3. Have shldents cut apart their papers from last week's homework. YOll maywant to give the ones who complete their homework an incentive award eachweek (maha-prasadam, a cookie or a sticker). Let thelTI work in small groupsand staple each strip into a ring and join the rings together to make a longchain. After class it can be joined to the other class's and Pllt in the hall fordisplay.

For the display: Link or attach the paper chain to a copy of Worksheet3. Stick it to a btLlletin board or to the wall and drape the chain along the wallwith the other end attached to a picture of Krishna.

4. Introdllce the second word of the verse, kirtanam. Ask if they can guesswhat the word means from the root "kirtan." Have both words put on indexcards and displayed during the class.

5. Discuss the different varieties of chanting. Stress that these twoprocesses, sravanam and kirtanam, are the main processes for us. Chantingis the recommended process for this age of Kali. By hearing and chantingnicely, the other processes will develop.

Chanting has already been discussed to some degree in other classes.Remind them of the verse harer nama harer nama... and that chanting is theonly way in Kali-Yllga to achieve self-realization.

6. Have a short kirtan or a shortjapa time. If you choose kirtan, have a fewdevotees come in who can lead a very good kirtan so the children can getabsorbed. If you choose japa, have japa beads available and instnlct thechildren ill the proper way to chant.

Build their entllusiasm for a good kirtan or japa by telling them that youwill only be chanting for 5 minutes. You want them to use that 5 minutes totry to concentrate only on the chanting. They should listen carefully as theychant and chant for the 5 minutes without missing words or losingconcentration. If they are chanting japa, they can even plug their ears so theycan hear themselves better. Give them some tips to help them with

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concelltration. (TIley can look at a pictllre of Krishna, a maha-mantra paper,close their eyes, cllallt with each deep exllalation, etc.)

7. After the kirtan time ask the sttldents to tell of their experiences. W1lathelped them concentrate on the holy name? What did they think about whencllantillg? Was it 11ard to keep the mind clear al1d listen?

8. You can read a few excerpts from Satsvanlpa Maharaj's book on Iill2f!Refonn, Begging for the Nectar of the Holy Name, or Japa Walks, Japa Talkstelling of the mind's stnlggles with challting. They should know that we allIlave difficulty concentrating. But we can learn the proper way to cllant, keeppracticing alld pray to improve. They must know the goal of good chanting isto hear themselves uttering the holy llame clearly.

9. Sukadeva Goswami is the example for the perfection of chanting. Theylearned a bit abollt him last week in the story of Maharaj Pariksit. The storyin their booklets tells of his previous life as the messenger parrot of Radhaatld of his reltlctance to be born into the world. This is another good stOI)' foracting out.

Be sure to stress Sukadeva's chanting of Srimad Bhagavatam at theelld of tile story. Show tllem the picture found inside the Srimad Bhagavatamof Sukadeva Goswami narrating the Lord's pastimes to Maharaj Pariksit.

10. Pass out copies of Worksheets 6 and 7. Worksheet 7 can be copied ontogreen, yellow, red, and orange paper.

Explain the 9 suggestions for chanting on Worksheet 6 and instructthem to perfonn one of those suggestions each day. They are to write whatthey did each day in one of the leaves and bring that paper back with themnext Sunday. Have them fill out the Sunday leaf with "Chanted a verse" or"Told the story of Sukadeva."

For the hallway display, cut a tree tnmk and branches out of brownconstruction paper or butcher paper. Place that on the wall with Worksheet 8next to it. When the sttldents bring in tlleir leaves next week, they will fill inthe tree.

19

l\ladan Mohan Class

1. CIlant the verse for tIle sessioll.

2. Review briefly last week's lesson. Ask who Shamika Rishi and Sringhi\vere.

3. Have stlldents cut apart their papers from last week's homework. You maywant to give the ones who complete their homework an incentive award eachweek (maha-prasadam, a cookie or a sticker). Let them work in small grOllpSaIld staple each strip into a ring and join the rings together to make a longcIlain. After class it can be joined to the other class's and put in the hall fordisplay.

For tIle display: Link or attach the paper chain to a copy of Worksheet3. Stick it to a blilletin board or to the wall and drape the chain along the wallwith the other elld attached to a piculre of Krishna.

4. Introduce the next word of the verse, kirtanam. They should be able tokIlOW the meaning by seeing the word "kirtan." Write it and its translationson the illdex cards and group them on the wall.

5. Discuss tIle different varieties of chanting (japa, kirtan, relating pastimes,preaclling, etc.). Stress that these two processes, sravanam and kirtanam,are the main processes for us. Chanting is the recommended process for thisage of Kali. By hearing and chanting nicely, the other processes will develop.

6. If the sUldents enjoyed researching the verses last week, you can do asimilar activity with them this week. Again, give them each one verse toresearch (maybe they could draw their verse numbers fron1 a hat?). Thistime after they have written their verses down, they will fonn groups of three.Each person in the group will read their verse while the others listen carefully.TIley discuss and one person (the designated secretary) writes down the valueand benefits from chanting that they have learned fron1 their verses. When allgroups are finished, the secretary from each group reads what they havefOllnd. It can be discussed further in the whole group or a list of the benefitscan be written on the board as they are stated.

20

Some relevant verses:SB.1.5.11S.B. 2A.15S. B. 3.25.23.S.B.3.33.7S.B.6.3.31S.B.IO.IAS.B. 11.5.36S.B. 12.3.52

S.B. 2.320S.B 3.5.13S.B.3.33.6S.B. 6.3.22S.B.10.1.16S.B. 11.2.40S.B.12.3.51S.B.12.13.23

7. Discuss the chanting ofjapa since it is one of our regulations. Thestudents should be taught the proper way to chant, first beginning with "srikrishna caitanya... " and then the maha-mantra. Don't assume that becausethese children are older that they already know how to chant. They may befingering the beads incorrectly or moving backwards or skipping beads.

Chant for a short period of time with them (for about 25-30 beads).Everyone should be pronouncing the mantra together and when you say"Stop" they can all count to see if they are on the same bead. That shouldmake it evident if someone may have a problem skipping beads or forgettingto move ahead.

8. Explain the three stages of chanting: offensive, clearing stage and suddha­nama or pure chanting. We should endeavor to be at least in the clearingstage, where we are aware of offenses and try to avoid them.

Some of the important points that are said about these stages are thatwhen the holy name is chanted in the clearing stage, the highest goal isattained after some delay. In the clearing stage, the jiva is absolved of all sinsand by following this path he gradually reaches the highest stage of chanting-- suddhanama. One obtains pure love of Krishna only after reaching this

stage of pure chanting. You can read more on these stages in the HarinamaCintamani.

9. Go over the ten offenses in chanting the holy name. Give each student acopy of the ten offenses (Worksheet 37). The students can take turns readingaloud each offense as you discuss each one briefly. Concentrate on the onesthat are more pertinent to them, like committing sinful activities, blasphemingor criticizing the devotees, being inattentive, etc. Ask them for differentexamples.

21

10. Tell the story of Sukadeva Goswami cormecting it with the story ofMaharaj Pariksit from last week. They can examine the picture of SukadevaGoswami and Maharj Pariksit on the inside of the Srimad Bhagavatam.

11 . Pass out copies of Worksheets 6 and 7. Worksheet 7 can be copied ontogreen, yellow, red, and orange paper.

Go over the 9 suggestions for chanting on Worksheet 6 and encouragetbem to perfonn one of those suggestions each day. They are to write whatthey did each day in one of the leaves and bring that paper back with themnext Sunday. Have them fill out the Sunday leaf with "Chanted a verse" or"Told the story of Sukadeva."

For the hallway display, cut a tree trunk and branches out of brownconstruction paper or butcher paper. Place that on the wall with Worksheet 8next to it. When the students bring in their leaves next week, they will fill inthe tree.

22

Lesson ThreeSravanam (Remembering)

l\tladhava Class

1. Chant tIle verse for the session.

2. Review the last two lessons briefly, llsing the chart on the wall forreference.

3. Discuss some of the activities they did dtrring the week. Did anyone hear astory abollt Krishna that they have never heard before? Your interest in theirhomework will greatly encourage and motivate them to do it.

Have the stlldents Cllt out the leaves from last week's llomework. Youcan allow time for them to place the leaves around the brances on the displayor collect them and let a couple of students do it after class. If they actuallyput the leaves up themselves, they will be more enthusiastic. It just takes alittle more time.

4. Introduce "smaranam" and the English translation of remembering. Writeboth words on colored paper and add it to the wall chart.

5. Explain the process of remembering the Lord. First we must hear andchant to become more conscious of Krishna. Then it becomes easier toremember Him. The more we learn about Krishna, the easier it will be toremember.

To illustrate the point you can refer to the example in their bookletsabout your Great Aunt Louise. Ask them to think about her for a minute.Was it hard? It should be since they don't know her at all. Now give themsome details. She has white hair and big brown eyes. She lives in a red brickhouse with rose bushes in front. She likes to bake bread and peanut buttercookies and cakes. And she loves to put together jigsaw puzzles. Now can

they think about her for a minute? It's much easier to remember someone ifwe kno~more about them. That is why we try to learn as much as we canabout Krishna and speak about Him whenever we can.

6. Tell th~ story of Prahlad Maharaj who is the example of perfectlyremembenng the Lord. The children may already be very familiar with this

23

•i·

story. If so, there's no need to go over it in great detail. Perhaps they cOllldeven tell the story to yOll. One of the children's books about Prahlad couldbe read and the pictllres shown.

Add Prahlad' s name to the chart on the wall.

7. Discllss different things we can do that will help us remember Krishna.When we drink water we can think, "Krishna is the pure taste of water."While eating we can remember that Krishna has given us the food. We cankeep pictllres in our house, our cars, our school books.

8. Copy Worksheets 9 and 10. Worksheet 10 can be copied in variolls pastelcolors.

Go over the 10 different remerrlbering activities listed for homework.Encourage them to do some of the different suggestions. Have them fill in theSllnday cloud with "Told a story about Krishna."

For the hallway display: Copy Worksheet 11 and cut out the head,putting it on display. Facial features could be colored in lightly. When thestudents bring back their clouds next week, they can be put up SUIT oundingthe head.

9. If you wish t9 do the session project of making bookmarks, it can bestarted this week.

24

Damodar Class

1. ellallt tIle verse for the session.

2. Review tIle last two lesso11s briefly, llsing the flashcards.

3. DisCllSS some of the activities the children did for homework. Did anyonelearn a Inantra? Did anyone play charades? Your interest in their homeworkresliits will encollrage and motivate them to do it.

Have tIle students cut Ollt the leaves from last week's llomework. Youcan allow time for tllem to place the leaves around the brances on the displayor collect them and let a couple of students do it after class. If they actuallyPllt the leaves IIp themselves, they will be more enthusiastic. It just takesluore time.

4. Introdlice "smarananl" and the translation and add it to your flashcardcollection.

5. Discuss remembering. Explain that through hearing and chanting, the coreof Otlr heart is cleansed. After that, remembering is recommended. We are110t able to remember hilly without purifying ollfselves through hearing andchallting.

Read S.B. 2.1.6, a verse spoken by Sukadeva Goswami to MaharajPariksit about remembering the Lord. He speaks about remembering Krishnaat the end of life. Discuss how that may be difficult unless one has practicedduring his lifetime. Give examples. If someone has spent their life engagedin sports, competing, training and always thinking of how to improve whatwill tlley most likely be thinking of at the time of death? How about a personvery attached to TV, movies, movie stars, etc.?

6. Ask the students to suggest some ways that they could help themselves.~member Krishna. (First of all, the more you know about Him the easier itwill be to remember Him.) Let them come up with as many techniques andideas that they can. You can list them on the board if you wish.

7. "Remembering Krishna Storytilne"This game is meant for children who are fairly well versed in Krishna

Book. One volunteer will tell a Krishna story. But he purposefully tells it

25

Inaking funny mistakes frOlTI time to time. For example, he may say,'~Krishna stole the gopis' chapatis (instead of clotlles) and hWlg them on atree," or "MotIler Yasoda raIl after Krishna with a flute (instead of stick) inller lland." TIle otller cllildrell lnllst correct the lnistakes.

If yOll have difficlilty finding volunteers, tIlen you can be thestoryteller. Let the children catch YOllr mistakes. Giving volunteer storytellerssome sllggestions of well-known stories will help them out, too.

8. Prahlad Maharaj is the example of one perfect in remembering the Lord.Most of the cllildren are probably very familiar with the story. Tell the storyinvolving the children with qllestions about what happened next, etc.

9. Copy Worksheet 9 and 10. Worksheet 10 can be copied in various pastelcolors. Go over the 10 different remembering activities listed for homework.Ellcollrage them to do some of the different suggestions. Have them fill in theSunday cloud witll "Remembered one of Krishna's pastimes."

For the llallway display: Copy Worksheet 11 and cut out the head,plltting it 011 display. Facial features could be colored in lightly. When thestlldents bring back their clouds next week, they can be put up SllIToundingtIle head.

26

Madan Mohan Class:

1. Chant the verse for tIle session.

2. Review briefly the Sanskrit words, personalities and story details.

3. DisCllSS the homework activities asking the children if they tried some ofthe differellt suggestions. YOllr interest in their homework results willencourage and motivate them to do it.

Have the students cut Ollt the leaves from last week's homework. Youcall allow time for them to place the leaves around the brances on the displayor collect theln and let a couple of students do it after class. If they actuallyPllt the leaves IIp themselves, they will be more enthusiastic. It just takesmore time.

4. Introduce visnoh smaranam, and the English translation. Write the wordsand "Prahlad Maharaj" on index cards and grOllp thenl on the wall.

5. Discuss remelnbering. Points to make:* Before remelnbering takes place, there must be sufficient hearing and

chanting. Those activities allow us to remember the Lord.* You must know about the Lord before you can remember Him well. We

should learn His pastimes and qualities.* Different activities that we have done are "imprinted" in our minds,

fonning our memories and consciousness. Discuss how our activitiesmake impressions on our hearts and how spiritual activities will make itmllch easier for our minds to remember Krishna. You can ask them whoremembers a well-known movie or a commercial. It's kind of shockinghow long we can remember such things. This should give them an idea ofhow deeply things affect us.

* In the purport to S.B. 7.5.24 there is an explanation of 5 different types ofremembering. The state of remembrance, called samadhi, should beexplained. You can relate to them some stories of devotees who went intosamadhi, such as Bhaktivinoda Thakur did for the last four years ofmslife. By discussing samadhi and the five kinds of remembrance thestudents can see that it's not just a casual thinking of the Lord but is a veryintense mood.

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6. Have students do an activity of remembering Krishna. Set up 5"remelnbering centers." These can be at different tables places around theroom or simply 011 the floor. Write and 11umber one question on a big pieceof paper and place one at each center. Here are some sample questions:

• 1. Write two names of Krishna.• 2. Write one paragraph about one of Krishna's pastimes.• 3. Write dOW11 one thing you remembered abollt the Deities and what they

were wearing today .• 4. Tell about one of the festivals at the temple that YOllllave attended.How was it celebrated? What was the occasion for the celebration?• 5. Tell abollt one service that you did at any time of your life that you

really elljoyed.

The students will break into groups and begin at different centers.They should take a piece of paper and a pencil with them. When they havefinished at one center, they move (all in the same direction) to the next center.TIley write the number of the center they are at on their paper and then writetheir reply to the question.

After students have finished at all centers, they can sit in a circle andsllare some of their answers.

7. Discuss ways that students may be able to help themselves rememberKrishna more. Actually, these 9 processes of devotional service will enableone to remember more and more. The students may be able to give somepractical suggestions such as mealtime prayer, pictures in their car or rooms,etc.

8. Prahlad Maharaj is the example of one perfectly remembering the Lord.Most should be familiar with the story. Let them take turns readingparagraphs from the story of Prahlad in their booklets.

9. Copy Worksheet 9 and 10. Worksheet 10 can be copied in various pastelcolors. Go over the 10 different remembering activities listed for homework.Encourage them to do some of the different suggestions. Have them fill in theSunday cloud with "Remembered one of Krishna's pastimes."

28

For the hallway display: Copy Worksheet 11 and cut Ollt the head~

plltting it 011 display. Facial featllres could be colored in lightly. When thesttldel1ts bring back their CIOlids l1ext week, tl1ey can be put IIp SliITOundil1gthe l1ead.

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Lesson FourPada-sevanam (Serving the Lord's Lotus Feet)

l\ladhava Class

1. Chant the verse for the session.

2. Review briefly by pointing at the different Sanskrit words in the verse andasking for the El1glish word and the personality associated with that process.

3. Have the children cut out their "remembering" homework from last weekand collect it for the display. Are they enthusiastic about doing their110mework? Are you giving them some reward for doing it? Are youdisplaying their past homework?

4. Introdllce pada-sevanam and the translation, adding it to the wall chart.Telling them that "pada" means feet will help them remember. "Prabhupada"meaI1S "one at whose feet all other masters bow."

5. Explain the different activities included in that process. They are: seeingthe Lord's form, touching the Lord's fonn, circumambulating the Deity ortelnple, visiting holy places, bathing in the Ganges, serving the pure Vaisnavaalld worshipping Tlilasi devi.

Examine which ones they can do (which will be most of the examples).

6. Perfonn a children's version oftulasi puja. Place a tulasi plant in themiddle of a low table. Have the children gather around the table. Give eachof them 1 stick of incense, 1 ghee wick (without ghee on it) and 1 flower.They can place their items on the table in front of tllem. They will sing thefollowing song while "perfonning" their tulasi puja. (It's sung like, "Here wego 'round the mulberry bush.")

Simply stop between verses and tell the children what to do next.

(Students circumambulate while singing this verse twice)Here we go rOlmd the Tulasi tree

the tulasi tree, the tulasi tree·.Here we go round the tulasi tree

chanting Hare Krishna.

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(7hey return to their SP()t, pick up the incense, circling it and sing...)We offer illCeJ1Se smelling sweetsmelling sweet, smelling sweet.We offer incense smelling sweet

cllanting Hare Krisru1a.

(They Plft dolt'n the incense, pick up the ghee wick, circling it and sing...)We offer her a lamp of gheelamp of gl1ee, lamp of gheeWe offer her a lamp of ghee

chanting Hare Krishna.

(They put down the ghee wick, pick lip the flower, circling it and sing...jWe give a flower full of scent

hIll of scent, full of scentWe give a flower full of scent,

chanting Hare Krishna.

(They put the flower down and circumambulate again, singing...)Here we go round the tulasi tree,

the tulasi tree, the tulasi treeHere we go round the tulasi tree,

chanting Hare Krishna.

After doing their aratis, the children should water Tulasi and offerobeisances to her.

7. Give the example of Laxmi devi who serves Lord Vishnu by massagingHis lotus feet and taking care of His every need. Add her name to the wallchart.

8. Copy Worksheets 12 and 13. The footprints can be colored onto brown orpink paper, or both.

Read the differel1t activities listed for pada-sevanam and encourage thechildren to try some of the new suggestions. Have them fill in the SundayFootprint with "Worshipped Tulasi."

For the hall display: Copy Worksheet 14 and put it on the wall. Havethe students' footsteps lead from that to a picture of Krishna.

31

Damodar Class:

1. Chant the verse for tIle sessioll.

2. Review the previolls lessons llsing the flashcards.

3. Have the children cut out their "remembering" homework from last weekalld c·ollect it for tIle display. Are they enthusiastic about doing theirhomework? Are you giving them some reward for doing it? Are youdisplaying their past homework?

4. Introduce pada-sevanam and the translation, adding it to the wall chart.Telling tIlem that "pada" Ineans feet will help them remember. "Prabhupada"means "one at whose feet all other masters bow." "Seva" means service.Knowing the Ineanings of some of these often used Sanskrit words will helptheine

5. Discuss pada-sevanam and how it is related to the other processes. Byllearing al1d chanting one remembers and the perfection of remembering iswhen one constantly thinks of the lotus feet of the Lord. Being intenselyattaclled to tllinking of the Lord's lotus feet is pada-sevanam.

6. Explain the different activities that are classified under pada-sevanam.They are: seeing the form of the Lord, touching His fonn, circumambulatingthe temple, visiting the holy places, bathing in the Ganges or Yamuna andserving the pure Vaisnava. Which of these activities can they do?

7. Take the class on a circumambulation of the temple. You can tell them ofgreat devotees who would circumambulate Govarclhan Hill. Some did itevery day (like Sanatan Goswami) and some did dandavat parikrama. Theyfind dandavat parikrama (especially the 108 dandavat parikrama) veryintriguing so explain it and demonstrate.

You may have some enthusiastic kids who would like to try a dandavatparikrama around your temple. Let them each get one rock and, beginning atone corner of the temple, do dandavats all the way around marking their placewith the rock. Otherwise, lead them on a parikrama three times around whilechanting japa or kirtan.

32

8. As an alternative to, or in addition to parikrama, let YOllr class perfonntlllasi pllja. Have tulasi song slleets available for all the children and let onechild perfonn the arati. Everyone sholI1d circllmambulate alld water tulasi attile elld.

9. Tell them of the personality: Laxmi devi is the example of the perfectionofpada-sevanam. She is always fOllnd massaging Lord Vishnu's lotus feetas well as taking care of all the household affairs and cooking for Him.

10. Copy Workslleets 12 and 13. Read the different activities listed for pada­seVanalTI and encourage the childrell to try some of the new stlggestions.Have them fill in tIle Sunday Footprint with "Worshipped Tulasi" or"Circumamblliated the temple."

For the hall display: Copy Worksheet 14 and put it on the wall. Havethe students' footsteps lead from that to a picture of Krishna.

33

..,•

Madan Mohan Class

1. Chant the verse for the session.

2. Review briefly. You can scramble the grouped cards on the wall and letstudents Pllt thelTI ill proper order. Ask a few detailed questions from some oftIle stories that were told.

3. Have the children cut Ollt their "remembering" homework from last weekand collect it for the display. Are they enthusiastic about doing theirhomework? Are you giving them some reward for doing it? Are youdisplaying their past homework?

4. Introdllce pada-sevanam and the translation, adding it to the wall chart.Telling them that "pada" means feet will help them remember. "Prabhupada"means "one at whose feet all other masters bow." "Seva" means service.Knowing the meanings of some of these often used Sanskrit words will helpthem.

5. Go over some of the different activities considered pada-sevanam byasking the students to fmd out from their booklets. You can list them on theboard as they are called out. Discuss which ones are easy for us to do andwhich might be a bit difficliit.

6. Choose one of the processes listed as pada-sevanam for the students toperfonn. Some possibilities:* "Visit" a holy place. A local devotee could give a slide show of one of the

dhams or you can show a video about Vrindavan or Jagannatha Puri.* "Make" Ganges water by teaching the students the mantra used in Deity

worship. After each making a cup of Ganges for themselves, they maywant to sprinkle it on each other's heads or drink it.

* Perfonn tulasi puja singing the tulasi song. Have songsheets available sothey can sing. Read the translation afterwards.

* Have a special class on the care of Tulasi devi by the Tulasi pujari. Tellthe story of Ttl1asi and the proper way to respect and care for her. If youhave Tulasi seeds, the class could plant some.

* Take the class on a circumambulation of the temple. You can tell them ofgreat devotees who would circumambulate Govardhan Hill. Some did it

34

evrery day (like Sanatan Goswami) alld some did dandavat parikrama.TIley filld dandavat parikralna (especially tIle 108 dandavat parikrarna)vel)' illtrigtlillg so explain it and demonstrate. YOll Inay have someenthllsiastic kids who would like to try a dandavat parikrmna around YOllrtemple. Let tJlem each get one rock and, beginning at one corner of thetelnple, do dalldavats all tIle way around marking tlleir place with a rock.Otherwise, lead tllem 011 a parikrama three times around while chantingjapa or kirtall.

* TIle students can go quietly into the temple room and write a oneparagraph description of tIle temple Deities.

7. LaXlni devi is the example of the perfection ofpada-sevanam. In thePll1~Ort to S.B. 4.20.28 it says, "Mother Laksmiji, the goddess of fortune, iswell known for always massaging the lOUIS feet of Lord Narayana. She is anideal wife becallse she takes care of Lord Narayana in every detail. She takescare not only of His 10tllS feet but of the household affairs of the Lord as well.She cooks nice foods for Him, fans Him while He eats, smoothessandalwood pulp on His face and sets His bed and sitting places in the rightorder. III this way she is always engaged in the service of the Lord... ""

8. Copy Worksheets 12 and 13. Read the different activities listed for pada­sevanam and el1collrage the cllildren to try some of the new suggestions.Have them fill in the Sllnday Footprint with "Worshipped Tlllasi" or"Circumamblliated the temple," whichever activity yOll chose to do in class.

For the hall display: Copy Worksheet 14 and put it on the wall. Havethe stlldents' footsteps lead from that to a picture of Krishna.

35

Lesson FiveArcanam (Offering Respectful Worship)

Madhava Class

1. Chant the verse for the session.

2. Review briefly. Take down the wall chart and hold up one of the words,eitller the Sanskrit, English or the person. They can tell you the other twoitems that go with that word.

3. Have the stlldents Cllt Ollt their pada-sevanam homework and collect it fortIle display.

4. Introduce arcanam al1d add it to the wall chart. Explain that since we are110t able to worship Krislma in the spiritual world, this also includes Deityworship. If possible, have a small set of Deities available for the students tosee.

Discllss the importance of Deity worship and the fact that it allows usto llse our senses in Krishna's service. Ask them: What kinds of things canyou do for Deities?

Explain the point that Krishna agrees to appear in the fonn of the Deityto accept our service. In that sense, we are worshipping the Lord directly.

5. Tell the story of the brahman and the sweet rice which is in their booklets.They can close their eyes and visualize the story as you are telling it, just likethe brahman visualized his Deity worship. Add lots of sensual details andspeak slowly so they can get involved with their imaginations. To encouragethem, stop at 2 or 3 different parts of the story and ask them to describe indetail what they see in their mind. What does the brahman look like? Is heyOtIng or old? What color is his hair? What is he wearing? What color and,Lypes of flowers do you see him offering? Can you smell them in your mind?

This story shows us the power of Deity worship. Even though done inhis mind, the brahman became so Krishna conscious that the Lord sent forhim and brought him to the spiritual world.

6. Maharaj Prithu is the example of someone perfect in offering respectfulworship to God. It isn't really necessary to tell the whole story of Prithu

36

110W, btlt if you think the students would like to hear it, go ahead. In theirbooklets, it is jllst lnentiolled tllat lIe perfonned 100 horse sacrifices for thepleasllre of tIle Lord. Make Sllre tllat point is stressed since it relates to thelessoll.

7. Give copies of Worksheets 15 alld 16 to the children. The droplets canbe copied 011tO bJlle paper.

Ask which cllildren do Ilot llave Deities. These children can be given anice pictllre of Krishna (from an old calendar or BTG magazine) which willserve as their Deity tllis week. Go over the activities listed for the week.Studellts can fill ill tIle Sllnday water droplet with "Worshipped the Deity inOllf lnilld" sil1ce tlley visllalized it today.For tIle hall display: Using Workslleets 17 and 18 create a display with the\vatering can tipping and watering the plant beneath (see drawing below).Worksl1eet 19 can be placed alongside the display. When tIle shldents bringin their droplets next week, tlley can be placed as if pouring out of tIle watercan onto the creeper.

37

o

Damodar Class:

1. Cl1ant the verse for the session.

2. Review briefly.

3. Have the stlldents Cllt Ollt their pada-sevanam homework and collect it forthe display.

4. Introdllce archanam and the translation. Add them to your flashcardcollection.

5. Discuss Deity worship. The basic point is that Krishna has agreed toappear in the fonn of the Deity in order to accept our service. What are someservices that can be offered to the Deity? Discuss how arcanam definitelyhelps liS in remembering Krishna.

In the purport to S.B. 7.5.24, there is a 6 page explanation of arcanam.Read this yOllfself and choose some of the main points you think shollld bediscussed. Recommended: a) you must take the help of a guru to worship theDeity~ b) a householder can engage his money in opulent worship of theDeity, therefore using his money for a spiritual purpose~ c) Deity worship isdone along with hearing and chanting, and; d) a few of the offenses to beavoided that are relevant to the children.

6. See if the children remember the eight materials that Deities can be madefrom (taught in the Devotional Practices unit). They are metal, stone, earth,jewels, a fonn in the mind, wood, sand, and paint. Again stress how theDeity must be an allthorized figure, not concocted. One of the fOnTIS is theDeity in the mind. Does that mean that you can imagine any fonn in yOllfmind and it's a Deity? No. Let this lead into the story found in their bookletsabout the brahman who did all his worship in his mind.

7. Tell them that story and if they wish they can close their eyes and visualizeit like the brahman did his worship.

8. The children should all be familiar with the Deities' names in the temple.If they are not, write the different names of the Deities on the chalkboard witha simple diagram OfYOllf altar (so they know which Deities are which). Oncethey are familiar with the pronunciation, you can lead them in a little kirtan of

38

''"Jaya Radha-Govinda~ Radha-Govinda, Radlle," singing the names of all theDeities in YOllr temple.

9. Prithu Maharaj is the example of one perfecting himself thrOllgh Deityworship. Tilere aren't any direct references in the Bhagavatam to himworshipping Deities so in their booklets it is written abollt his I00 horsesacrifices for the pleasure of Vishnu. The translation of arcanam as "offeringrespectfill worship" cOllld refer to that. They can take turns reading out loudthe description of Maharaj Prithu.

10. (Optional) Bring a set of small Deities. Teach the children tile basicsteps in bathing the Deity. The process could be simplified to be:

a. Undress and rub the Deity with scented oilb. Bathe the Deityc. Dry the Deityd. Paint on tilake. Dress in clean outfitPrabhupada mentions that Deity worship should always be continued

with hearing and chanting, so the students can chant as they bathe the Deities.

II. Give copies of Worksheets 15 and 16 to the children. Ask whichchildren do not have Deities. These children can be given a nice picture ofKrishna (from an old calendar or BTG magazine) which will serve as theirDeity. Go over the activities listed for the week. Students can fill in theSllnday water droplet with "Worshipped the Deity in our mind" since theyvisualized it today.For the hall display: Using Worksheets 17 and 18, create a display with thewatering can tipping and watering the plant beneath.Worksheet 19 can be placed alongside the display. When the students bringin their droplets next week, they can be placed as if pouring out of the watercan onto the creeper.

39

Madan Mohan Class

1. CJlant tIle verse for tIle sessioll.

2. Review the past lessons briefly. Some of the index cards from thegrOUpillgS OIl the wall can be removed and students will have to tell whichcards are Inissil1g.

3. Have the sUldents Cllt Ollt their pada-sevanam llomework and place it 011the display.

4·. Introduce arcanam and the English translation adding the new group ofil1dex cards to the wall.

5. DisC1ISS Deity worship. The basic point is that Krishna has agreed toappear in the fonn of the Deity in order to accept our service. What are someservices that can be offered to the Deity? Discuss how arcanam definitelyhelps lIS in remembering Krishna.

In the purport to S.B. 7.5.24, there is a 6 page explanation of arcanam.Read this yOllfself and choose some of the main points you think should bediscussed. Recommended: a) you must take the help of a guru to worship theDeity~ b) a housellolder can engage his money in opulent worship of theDeity, therefore using his money for a spiritual purpose; c) Deity worship isdone along with 11earing and chanting, and~ d) a few of the offenses to beavoided that are relevant to the children.

6. Let the students get a taste of the responsibility of Deity worship byoutlining your temple Deity schedule. It can be listed on the chalkboard orcopied and given to each student. It can read something like this:3:45 am Wake the Deities4:00 am Offering of fruits aJld sweets4:30 am Arati5:15 am - 7:00 am Dress in day outfit7:00 am Aratiand so on thrOllghout the day.

If you are providing them with a copy, list the times and let them fill inthe blanks with the service for that time.

40

7. If it is OK witll YOllr telnple authorities, take tIle children on a tour throughthe pujari room. They will be interested to see the Deities' clothes, jewelry,arati parapllernalia, etc. It wOllld be nice if they could also do some serviceill the plljari dept. Perhaps tlley could clean and sort the jewelry, polish theplate, fold the lallndry or whatever needs to be done. At tllis age, they can bevery llelpful. Their tour is not simply sightseeing but is training them asdevotees of the Lord.

8. Prithll Maharaj is the example of one perfecting himself through Deityworship. Tllere aren't any direct references in the Bhagavatam to hinlworsllipping Deities so in tlleir booklets it is written abollt his 100 horsesacrifices for the pleasure of Vishnu. The translation of arcanam as "offeringrespectftll worship" could refer to that. They can take turns reading out loudtIle description of Maharaj Prithu.

9. Give copies of Worksheets 15 and 16 to the students. Ask which childrendo not have Deities. These children can be given a nice picture of Krishna(from an old calendar or BTG magazine) which will serve as their Deity. Goover the activities listed for the week. Students can fill in the Sunday waterdroplet with "Worshipped the Deity in our mind" since they visualized ittoday.For the hall display: Using Worksheets 17 and 18 create a display with thewatering can tipping and watering the plant beneatb.Worksheet 19 can be placed alongside the display. When the students bringin their droplets next week, they can be placed as if pouring out of the watercan onto the creeper.

41

Lesson SixVandanam (Offering Prayers)

l\ladhava Class

1. Challt the verse for the session.

2. Review briefly. Name some of the different personalities that we 11avelearned abollt and 11ave the students tell which process they are associatedwitll.

3. Have stlldents cut Ollt the homework from last week. Discuss some of theactivities they did and let them place their droplets on the display.

4. Explain the meaning of vandanam -- offering prayers. Add it to your wallchart.

5. Ask the children why they think prayer is important. Guide them to thepoint that it is communication with the Lord. It is also a way for us toremember the Lord. And because He is so supreme, it is only befitting thatwe offer Him words of praise. It is for our purification. These are all pointsabout prayer that may be discussed.

6. Discuss different types of prayer. Have some magazine or newspaperpictures available showing people in different situations, both pleasant andtragic. Holding IIp one pictllfe at a time, ask the children wllat they think thatperson's prayer might be. They will see that there might be prayers ofthanks, prayers of protection, prayers for power and strength, prayers forrelief from suffering.

7. Tell the difference between prayers that are asking God for something andprayers that are selfless. Demonstrate this as follows: Tell the children thatyOll are going to pretend to be Krishna. Keep a handful of play money orgold coins with yOll.

Ask volunteers to offer a prayer to you like one of the people in thetnagazine pictures. They may pray to you to make them recover from anillness. Ask them, "Do yOll want me to do something for you?" If it is yes,then give them 1 or 2 of the coins. Ask someone else for another prayer (you

42

may have to sllggest certaitl sitllations. For exalnple, "YOll jllSt lost your joballd yOll have 5 children. What might your prayer be?"). WIlen they give yOlltlleir prayer again ask, 'IoDo yrOll wallt Ine to do somethitlg for YOlI?" alld givetllem a cOllple more of tIle coins if it is a yes. After a few examples tIley cansee tllat God is always l1a\ring to give something to someone.

Now ask them if they can make a prayer in which Krishna will not11ave to give any of His COil1S away. It will have to be a selfless prayer, like"Let lne know if I can do sOlnething for YOlI, Krishna," or "YOll knoweverything alld therefore yOll kllOW what I need. Please just let me be YOlirselVant. "

Explain 110W prayers like that are better than prayers that are alwaysasking for sOlnetlling material. Mention the example given in their books.No one likes to have friends that are only your friends because they wantsometlling from you. So we sholild practice offering selfless prayers. TheHare Krishna lnalltra is a selfless prayer.

In any case, they should feel free to approach Krishna through prayer.It's not that praying for something specific is bad, but we also want to offerOllr service to Krishna. In all situations, they should pray to Krishna.

8. Tell about Akrura as tIle person perfecting his life through prayer. Tell thestory of Aknrra as written in their booklets. You may also want to read acOllple of paragraphs from the Krishna Book, "Prayers by Akrura."

9. Have the class offer a prayer to Krislma all together. You can ask for avolunteer to say a prayer or say one yourself. Children should feel free to addtheir prayers. They may have something that is on their mind that they wouldlike to pray for. Allow and encourage their free expressions.

10. Allow time for the children to write their special prayer in their bookletson page 36 or encourage them to do it for homework. Students can volunteerto share their personal prayers.

11. Infonn the students about one special devotee who perfonned all of thenine processes of devotional service: Maharaj Ambarish. He is mentionedon the last page of their booklets. Explain how he used all of his senses in theservice of the Lord.

Using the Little Vaisllava cassette, teach the children the "MaharajAmbarish" song. They can follow along in their books on Pages 49 and 50.Go through it at least twice today so they can become familiar with the tune.

~3

Practice the song once or twice at the end of class for the next two or threeweeks so the children can learn it well.

12. Pass out copies of Worksheets 20 and 21. Go over the homeworkactivities and tell them to bring back Worksheet 21 next Sunday. Have thelTIfill out the heart for Sunday with "Said a prayer in Sunday School."

For tIle display: SllITOund a picture of Krislma with the 11earts.Workslleet 22 can go alongside the picture.

44

Damodar Class:

1. Chant the verse for the session.

2. Review briefly. You can ask some of the details in the stories, like "Whatwas the boy's name who cllrsed Maharaj Pariksit?" or "Name three ways thatPrahlad's father tried to kill him." Tell thelTI they should know the detailsbecause the last lesson will be a quiz game and it will include details.

3. Have students cut out the homework from last week. Discuss some oftheir activities and let them put their droplets on the display.

4. Introduce vandanam and the English translation. Add it to the flashcards.

5. Discuss different types of prayers. Have some magazine or newspaperpictures available sllowing people in different situations, both pleasant andtragic. Holding up one piculre at a time, ask the cllildren what they think thatpersoll's prayer migllt be. They will see that there might be prayers oftharlks, prayers of protection, prayers for power and strength, prayers forrelief from suffering.

6. Let thelTI look up in the Bhagavad Gita verse 7.16 to confinn what theyjllst discovered. Discuss the 4 different types of people coming to Krishna(tIle distressed, the desirer of money, the inquisitive, and the wise person).Why does each one approach the Lord? Which do they think is the best?Tile wise person is the best because lle is not approaching Krishna to ask himfor something.

7. Discuss selfless prayers. Maybe you really do need something. WhyShOllld or shouldn't you pray to Krishna about that specific thing? You willprobably get different answers and that is OK. Krishna knows everything andknows what we want so there is no need in asking Him for it. But it alsostates in the Srimad Bhagavatam 2.3.10 that whether one is desireless, or filIIof desires or desiring liberation, he must worship the Supreme Lord.

8. To furtller demonstrate the consciousness of one always asking Krishnafor favors, let the cllildren do some role-playing. Have two volllnteers role­play for tIle class. TIley are friends. TIle only reason one friends visits orcalls tIle otller is to ask him to borrow something or to ask for a favor. Let

45

the other friend sho"v how he soon feels once he realizes what his friend isdoing.

After the role-playing lead the children in a discussion of what theyobserved. How would they feel in a relationship like tllis? What would makea more satisfying friendship? Have they ever known someone like this?

Silnilarly, we shouldn't only approach Krishna when we wantsometlling. Teach the stlldents the meaning of "order-supplier" and how thatis the way that many people treat God.

9. Let the children practice making some selfless prayers to tIle Lord.Explain how the Hare Krishna mantra is one such prayer since it is askingKrishna to let us serve Him. Ask them for some examples.

Mention that because of many desires that we have sometimes it mayeven be difficult to offer proper prayers. For that reason, memorizing andrepeating prayers composed by the great devotees is vel)' good. We canlearn 110W to pray by studying their prayers.

10. Tell the children about Lord Chaitanya's Siksastaka prayers. They arethe only written works by Lord Chaitanya. Give children copies of theprayers (Worksheet 23) and together read them. Ifit is difficult to read all 8,concelltrate on Verse 4, 5, 6 and 8. These are easier for them to understandand tlley call see that they are selfless prayers asking only to be allowed to benear the Lord. Discuss the mood of Lord Chaitanya in these selected verses.

11. Tell tIle story of Akrura who is the example of someone perfectinghimself through prayer. You may also wish to read one or two paragraphsfrom tIle Krishna Book, "Prayers by Akrura." They can see that prayers arealso llsed to glorify the Lord. Does Krishna need to hear all that praise so Hefeels good abollt Himself? No, bllt it is vel)' purifying for us and it is onlyl1atllral that when we see someone as superior as Krishna, we want to glorifyHim. It takes htlmility to do that.

12. Let the class offer a prayer together. You can lead them in a prayer or, ifa student volunteers, lle can lead them. Children should feel free to addwhatever they'd like to say.

This may even be a good time to teach them to add in the phrase "ifYou so desire, Krishna." Prabhupada allowed his disciples to pray for hisrecovery if they said this. By adding that phrase, the students can see that wemay pray for some things that are very important to us, but ultimately it is up

..J.6

to Krishna whether or not He grants it. If He doesn't thell that was not Hisdesire and we must accept it alld know that wllatever happens is the best forliS.

13. Allow time for the students to compose their own personal prayer in theirbooklets on page 36 or encollrage them to do it for homework. Students canvolunteer to share their prayers.

14. Pass out copies of Worksheets 20 and 21. Go over the homeworkactivities and tell them to bring back Worksheet 21 next Sunday. Have themfill out the heart for Sunday with "Said a prayer in Sunday School."

For the display: Surround a picture of Krishna with the hearts.Worksheet 22 can go alongside the picture.

47

o

Madan Mohan Class

1. ellant the verse for the session.

2. Review briefly. YOll can ask some of the details in the stories, like "Whatwas the boy's name who cursed Maharaj Pariksit?" or "Name three ways thatPrahlad's father tried to kill him." Tell them they should know the detailsbecause the last lesson will be a quiz game and it will include details.

3. Have students cut out the homework from last week. Discuss some oftheir activities alld let them put their droplets on the display.

4. Introduce vandanam and the English translation. Add the new group ofindex cards to the wall.

5. DisClISS prayer. To stimulate discussion, hand out copies of Worksheet35, a "talkslleet" about prayer. Teacher guidelines for using the talksheet areOIl Worksheet 36.

What is prayer and why is it importatlt? Guide them to the conclusionthat prayer is communicatioll with Krishna.

All religions Pllt great emphasis on prayer. Ask the children to identifydifferent religions and how these people might pray. Many different posturesare llsed in prayer. Kneeling shows reverence and respect to God. Anusuplifted indicate praise to God. A bowed head demonstrates humility beforeGod. Folded hands and closed eyes 11elp shut off the outside world so prayerbecomes private.

6. Discuss the difference between selfish prayers and devotional prayers.Selfish prayers are asking Krishna for something and devotional prayerseither glorify and praise the Lord or ask for devotional service. Which isbetter?

7. Briefly tell the stot)' of Druva Maharaj and his realizations when Vishnuappeared before hilTI. His prayer changed from material to spiritual.

8. Let the children practice making some selfless prayers to the Lord.Explain how the Hare Krishna mantra is one such prayer since it is askingKrislma to let us serve Him. Ask them for some example·s.

48

9. Mention that because of many desires that we have sOlnetimes it may evenbe difficllit to offer proper prayers. For that reaSOll, memorizing andrepeating prayers composed by the great devotees is very good. We canlearn how to pray by studying their prayers.

Read a couple of prayers from the songbook. Some suggested onesare:"Gopinatha" and "Kabe Ha'be Bolo" by Bhaktivinoda Thakur (prayers fordevotional service)"Sri Radhika-stava" and "Sri Dasavatara-stotra" (prayers of glorification)

If you llave a class that likes bhajans, a couple of these could be sungand the translations read. Discuss the mood of each and how the writershowed llumility, surrender and love of God.

10. Discuss about the resllits of prayer. Will we always get what we prayfor? (If you pray for devotional service you probably will, but otherwise...)Here is an exercise yOll can do to demonstrate this point:Conflict of Wills Game: Tell the students they're going to playa game thathelps theln see what happens whell one person's will opposes another's.Fonn pairs and llave kids stand facing their partners. Without moving theirfeet, have them each raise their anns above their heads, match palms witlltheir partner, and on the teacher's signal begin pushing against each other'spalms to force tIle other off balance. The first to force the other to move afoot wins. Play the best two out of three.

After the pairs have finished tIle game ask,• Why was one person able to throw the other off balance? (stronger,

quicker)

• Why don't people enjoy losing? (It's enlbarrassillg~you feel like afailure.)

• What kinds of conflicts do we experience in real life with friends, parents,brothers or sisters?

• How do we feel if they win in the conflict? (Angry, defeated, inferior,revengefill)

• Wllat callses the conflict? (Usually selfishness, jealousy, anger,stllbbomness)

• How does God's will and strength compare with ours? (He is muchstronger and wiser.)

49

• We don't always get our way with God. How is that different from notgetting Olir way with other people? (Because God is all-knowing, we trustthat His will is the best.)

Now discliss "accepting Krishna's will" in regards to seeminglyunanswered prayers. We may feel that we know what is the best for us butKrishna knows better. We lnay need to struggle in a certain situation in orderto learn a lesson, or develop a quality or somehow improve ourselves. Sosometimes it may seem like the answer to our prayers doesn't come but wesllould try to understand that it is Krishna's will and do our best to surrender.

11. Aknira is the example of one perfecting himself through prayer. Tell thestory of Akrura Wllicll is in their booklets. After the story they can againpractice their use of Prabhlipada' s books by looking up Akrura' sprayers.They can be fOllnd in the Krishna Book, Chapter 39 or in the SrimadBhagavatam 10.40.1-30. Let the children find the section and have 2 or 3volunteers read a portion of Akrura's prayers.

12. Allow time for the students to compose their own personal prayer in theirbooklets on page 36 or encourage them to do it for homework. Students canvoilinteer to sllare their prayers.

13. Pass out copies of Worksheets 20 and 21. Go over the homeworkactivities and tell them to bring back Worksheet 21 next Sunday. Have thelnfill out the heart for Sunday with "Said a prayer in Sunday School."

For the display: Surround a pictllfe of Krishna with the hearts.Worksheet 22 can go alongside the picture.

50

Lesson SevenDasyam (Becoming the Lord's Servant)

Madhava Class

1. Chant the verse for the session.

2. Review briefly.

3. Have the stlldents work together clltting out their hearts from last week'shomework. Collect them or have the students Pllt tllem up on the display.

4. Introduce dasyam and the English translation. The root "das" meansservant and you can explain how initiated devotees receive a spiritual namewith "das" or Hdasi" following it. Write the new words on colored paper forthe wall chart.

5. Explore "serving." Ask the children if they ever gave their motherbreakfast in bed. Ask them, "Couldn't your mother cook the breakfastherself? Isn't she really a better cook than you? Couldn't she wash thedishes and clean up the kitchen better and faster than you could? Why didyou go to tIle trouble of serving her breakfast in bed then?" They shouldcome up witll the reason for doing it was love.

If we love someone we will be happy to serve them. So it is withKrishna who deserves all our love. Serving someone we love is actually verypleasurable.

6. Ask them, if they had a choice, would they prefer to be the master or theservant? Do they think other people want to be masters or servants? They'llnaturally choose to be the master with grand visions of the whole world doingtheir bidding. It shouldn't be too hard for them to figure out that everyonewould prefer to be the master. Could it work, with all masters and noservants?

Explain to them that because we have that desire, Krishna has createdtIle Inaterial world for us. Everyone is here, trying to be the master of all theycan. That is why there is so much fighting in the world. If everyone couldremember that Krishna is the real master and that we should do what He says,people would get along and work together and not be jealous of each other.

51

Explain that ill the spiriulal world everyone acts as Krishna's servantand everyolle is completely happy doing that. They may not be able to relateto the idea of being satisfied by serving someone else all the time. Againrefer to love as being the motivation. A mother feeds her child, dresses her,bathes her, stays up at night with her if she is sick... Does the mother hate todo that service? No, she actually gets great pleasure from doing it becauseshe loves her child.

When we get to the stage of loving Krishna so much that all we canthink about is how we can serve Him more nicely, then we will be ready to goback to Godhead. We practice now in the material world by doing thesedifferent processes of devotional service.

It is stated in the Srimad Bhagavatam that if one simply continues tothink that he is all eternal servant of Krishna, even without perfonning anyother process of devotional service, he can attain full success. Simply by thisfeeling Olle can perfonn all nine processes of devotional service.

7. Explain that in the spiritual world there are many ways of serving Krishna.Some serve the Lord by being His friend, teasing Him and playing with Him.Some, like Mother Yasoda, serve Him as a parent. Some, like the gopis,serve Him as their lnost beloved. All their activities are meant for pleasingKrishna, so it is considered service.

8. Discuss Hanuman as the perfect servant of Rama. Would Hanuman everdesire to be Inaster of Rama? No, he was totally satisfied being the humbleservant of the Lord.

The examples of Hanuman being sent by Rama to search for Sita andbeing sent to fetcll tIle healing mOllntain for Lakshman are mentioned in thestlldents' booklets. These examples show how much Rama tnlsted hisservant to do what was needed.

9. Game: Hanuman HopThis game is for two teams of at least 5 players each. It represents

Hanumall jlImping over the ocean to search for Sita in Lanka.Each team lays out a row of sticks, which represents the ocean. The

sticks should be about 18 inches apart. There must be as many sticks ill eachrow as there are players on each team.

As soon as the starter says, "Hanllman, hop!" the first player OIl eachtealTI hops on one foot over every stick, picks IIp the last stick in the row, andstill standing on one foot, tllffiS and hops back over the remaining sticks. As

52

soon as he reulms, he taps the player who is next in line on his team. Thisplayer then hops over all the remaining sticks, picks IIp the last one, andretllms. The next player after hiITI proceeds.

Any player whose foot touches a stick must go back to the first stickalld start over. TIle same rule holds for anyone who puts both feet on tIleground. The first team to pick up all of their sticks wins.

10. Sing the Mallaraj Ambarish song Ollce or twice.

11. Pass out copies of Worksheets 24 and 25. Go over the activitiesrecommended for the week. If you have plans for No. 12 below, let thestudents fill in their service in one of the checks. Instruct them to fill in thedate, their service and signaurre. Perhaps you will have to draw a picture onthe board so they will llnderstand where to write everything.

For the display: Using the piggy bank at the bottom of Worksheet 26as a guide, draw the bank onto a large posterboard or a big piece of butcherpaper. When the stlldents bring their papers in next week, have them"deposit" their checks into the bank (put blue tack on the back and stick themon the inside of the piggy outline). The framed statement at the top ofWorksheet 26 can be placed next to the piggy bank.

12. Try to arrange for YOllr class to do some practical service around thetemple. Perhaps they could serve out the Sunday Feast, clean up litter aroundthe area, polish the brass, or some other service that could keep them allengaged. Whatever you choose to do, make it fun somehow. For example,when Lord Chaitatlya and His devotees cleaned the Gundica Temple theycOllld only say "Krishtla, Krishna." No other talking was allowed. Trysomething like this to add a hIn twist to an old service.

53

Damodar Class:

1. Chant the verse for the session.

2. Review briefly asking the main things plus some of the fmer details in thestories.

3. Have the students cut out their homework from last week. Discuss itbriefly seeing if anyone had any good experiences or realizations. Allowthem to add their hearts to the display.

4. Introduce dasyam and the English translation. Add it to the flashcardcollection.

5. Some background work will have to be done with the students to convincethem that we are eternally the servants of Krishna. It will take moreconvincing to help them realize that to be a servant is satisfying. They canlmderstand more easily that it is pleasurable to be the master.

Begin making this point by talking about dharma. "Dharma" can beexplained as something that cannot be separated from the object. It is itsessence. The dharma of sugar is that it is sweet. The dharma of salt is that itis salty. Sugar can't NOT be sweet and salt can't NOT be salty. Likewise,Olir dharma is that we are servants. Try though we may, we are alwaysservmg.

6. Let the students discover how we are always serving someone orsomething thrOllgh a guided discussion. Employees serve their boss, fathersserve their families, mothers serve their children, children serve their teachersor brothers and sisters, people serve their pets, their plants, fanners servetheir animals, etc. Ultimately we must serve our own bodies because theymake so many demands 011 lIS. S.B. 2.2.6 has a nice purport you can refer toill this regard.

7. Give the example of the fish Ollt of water who cannot be satisfied with anyof the material comforts offered to him on the land. (Optional: Read thecllildren's book A Fish is Just a Fish.) You can have two students act out theexample. One is the fish, Ollt of the water and trying to become happy. Theother is his host, WllO tries to offer him all the things that we find pleasurablein the world. Ask tIle children, "Why wasn't the fish happy with _ and _?"

54

"Wllat is the only thing that will make the fish happy?" (to be put back in thewater.) "Why?" YOlI could even say that the fish's "dllarma" is to be of thewater.

Likewise, we are like fish out of water wIlen we are here in thematerial world. We really belong in the spiritual world with Krishna. Blltwhile we are here we are trying so many things to see if they will make ushappy (like the fish). But we will only be satisfied when we are with Krishna,serving Him. That is our dharma.

8. Children may have an unpleasant view of masters. In fairy tales, mastersare usually cruel and demanding and abuse their servants. That makes it alittle difficult for tllem to imagine wanting to serve someone. Be sure toclarify what type of a master Krishna is (loving, caring, providing everythingfor His servants, etc.).

You can also point Ollt that if you love someone you look forward todoing service for that person. Perhaps they have the experience of helpingone of their favorite teachers at school, or helping a grandmother or relativearound the house. Was it torture? No, it was actually satisfying because yOlllove tIle person.

9. YOll can also discuss the problems that may arise when most people wantto be the masters. Competition, envy, fighting, wars, etc. are the result.Examille the common crimes of today and analyze how the perpetratorsomehow wants to be the master and have control over someone or be richer,stronger, etc. Have them iinagllle the same situations but where people weretrying to be the servants of Krishna and recognize Krishna as the true master.Would there by allY crime or violence?

10. Discuss some of the ways in the spiritual world that devotees are servingKrishna. They should see that He is served through different relationships.Mother Yasoda is serving Krishna, Radha is serving Him and His friends arealso serving HiITI. They are giving Kris1ula pleasllre and that is service.

11. Tell of Hallulnan as the perfection of the service attitude. He wasRama's most trustworthy servant. The students may read together from theirbooklet about Hanuman' s service or you can calIon them to remember someof the different things he did for Lord Rama that demonstrated his lovingservice mood.

55

fj

12. Pass out copies of Worksheets 24 and 25. Go over tIle activitiesrecoillluended for tIle week. IfYOll have plans for No. 13 below, let thestudents fill in their service ill one of the checks. Instruct them to fill in thedate, their service and signatllre. Perhaps you will have to draw a picture onthe board so tlley will understand where to write everything.

For the display: Using the piggy bank at the bottom of Worksheet 26as a gtlide, draw the bank onto a large posterboard or a big piece of butcherpaper. When the students bring their papers in next week, have them"deposit" their checks into the bank (put blue tack on the back and stick themon the inside of the piggy outline). TIle framed statement at the top ofWorksheet 26 can be placed alongside the piggy bank.

12. Try to arrange for your class to do some practical service around thetemple. Perhaps they could serve Ollt the Sunday Feast, clean up litter aroundthe area, polish the brass, or some other service that could keep them allengaged. Whatever you choose to do, make it fun somehow. For example,when Lord Chaitanya and His devotees cleaned the Gundica Temple theycOllld only say "Krislma, Krishna." No other talking was allowed. Trysomething like this to add a fun twist to an old service.

56

Madan Mohan Class

I. Chant the verse for the session.

2. Review briefly asking the main things plus some of the finer details in thestories.

3. Have the students cut out their homework from last week. Discuss itbriefly seeing if allyone had any good experiences or realizations. Hasanyone decided to make prayer a daily part of their life? Allow them to addtheir hearts to the display.

4. Introduce dasyam and the English translation. Add the group of indexcards to the wall grouping. In regard to serving the Lord it is said, "If onesimply COiltillues to think that he is an eternal servant of Krishna, evenwithout perfonning allY other process of devotional service, he can attain fullsuccess, for simply by this feeling one can perfonn all nine processes ofdevotional service." That's how important this attitude of service is.

5. Some background work will have to be done with the shldents to convincethem that we are eternally the servants of Krishna. It will take moreconvincing to help them realize that to be a servant is satisfying. They canunderstand more easily that it is pleasurable to be the master.

Begin making this point by talking about dharma. "Dhanna" can beexplained as something that cannot be separated from the object. It is itsessence. The dhanna of sugar is that it is sweet. The dhanna of salt is that itis salty. Sugar can't NOT be sweet and salt can't NOT be salty. Likewise,our dhanna is that we are servants. Try though we may, we are alwaysservIng.

6. Let the students discover how we are always serving someone orsomething through a guided discussion. Employees serve their boss, fathersserve their families, mothers serve their children, children serve their teachersor brothers and sisters, people serve their pets, their plants, fanners servetheir aninlals, etc. YOll can challenge them to come up with someone whodoesn't have to serve anyolle or anything. It's impossible since ultimately wemust serve our own bodies because they make so many demands on us. S.B.2.2.6 has a nice purport you can refer to in this regard.

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7. Show the video of "A Fish is Just a Fish". This is fairly fast moving witha lot of clever pUllS alld witticism. Discuss afterwards why the fish was nothappy with all tIle things he experienced. Likewise, if we try to be masterswllell it is not really our nature, we will not be satisfied. Yet if we becometIle servants of Krislma, which is our dharma, we will feel happy in that role.

8. Discuss the statement "Love means service." Ask for examples that showthat saying is true. (A husband will do so many tllings for his wife, a motherserves the child she loves, and a child willingly helps his parents out of love.)It is natural to want to serve the person you love. Serving Krishna is notsOlnething done simply because we are inferior to f-lim but it is done out oflove. We generally have a negative view of the word "servant," but it is avery elevated and desired state in spiritual life.

9. Explain the different relationships (rasas) we may have with Krishna intIle spiritual world. All jivas are eternal servants of the Lord but that servicemay be offered in different ways. We all have our eternal constitutionalpositioll in one of the five rasas. They are neutrality, servitorship, friendship,parelltal and conjugal. Explain each five and give examples for each one.Krishna derives pleasure from these different relationships -- in that sense, theword "service" can also mean giving Krishna pleasure.

Seeillg how blissful the spiritllal world is gives us impetus to want toget alIt of the material world. It is important that the students learn this, too,otherwise they jllSt hear, "Don't do this. Don't do that. Don't eat meat.Don't drink. Don't go to movies...." They must learn that there is a muchgreater life awaiting us with Krishna. Then the austerities seem worth it andfor a defillite pllrpose.

1o. Tell of Hanllmall as the perfection of the service attitude. He wasRama's most trustworthy servant. The students may read together from theirbooklet about Hanuman' s service or yOl! can callan them to remember someof tIle different things he did for Lord Rama that demollstrated his lovingservice mood.

11. Pass out copies of Workslleets 24 and 25. Go over the activitiesrecommended for the week. If you llave plans for No. 12 below, let thestlldents fill ill their service ill one of the checks. Instruct them to fill in thedate, their service alld signature.

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For the display: USillg the piggy bank at the bottom ofWorksheet 26 asa gtlide, draw the bank onto a large posterboard or a piece of butcher paper.WIlen the students bring their papers in next week, have them "deposit" theirchecks into the bank (put blue tack on the back and stick tllem on the insideof the piggy outline). The framed statement at the top of Worksheet 26 canbe placed alongside the piggy bank.

11. Try to arrange for your class to do some practical service around thetemple. Perhaps they could serve out the SlUlday Feast, clean up litter aroundthe area, polish the brass, or some other service that could keep them allengaged. Whatever you choose to do, make it fun somehow. For example,when Lord Chaitanya and His devotees cleaned the Gundica Temple theycOllld only say "Krishna, Krishna. " No other talking was allowed. Trysomething like this to add a fun twist to an old service.

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Lesson EightSakhyam (Being the Lord's Friend)

Madhava Class

1. Chant the verse for the session.

2. Review briefly.

3. Have the Shldents cut out their homework from last week. Discuss theirexperiences with them. Did anyone try anything different? Was there anyactivity that they really had a good time with? Let them "deposit" theirchecks into the bank.

4. Introduce sakhyam and the translation. Add the words to the list on thewall.

5. Stimulate some discussion with the class about friendship. "What dofriends do together? Why do you want friends?" Point out that a good friendwants the best for you. He will not tllink of himself fITst but will want you todo whatever is best for you. In this sense Krislma is our best friend. Oncewe come in contact with Him and try to serve I-Iim, He will always tty to helpus COlne back to Him.

6. Ask the children how they treat their friends. Do they worship theirfriends? Do they bow down to their friends? No, they have an equalrelationship. YOll can demonstrate this by some role-playing. Let one childbe himself and you be another who is coming over to play. As soon as yousee YOllr friend you bow down and look at him adoringly. When he asks youto play, you stand with folded palms singing words of glorification. Anylllove he makes, yOll try help him and praise him all tIle while. Whenfillished, ask your friend how he felt in that situation. Probably embarrassed,uncomfortable and eventually quite bored!

Krishna likes to have friends, too. His friends must forget that He isGod or else they would just be glorifying Him and would be too afraid to playwitll HilTI like a friend. These relationships give Him great pleasllre. You canread or tell of some of Krishna's pastinles with His friends.

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III YOllr discussion POillt out that we are not ready yet to act asKrishna's friend. That is for the person who has purified himself completely.Ifwe tried we probably WOllld become jealolls and offend Krishna. So firstwe fillst do the other processes of devotional service.

7. Discuss Arjuna's position as Krishna's friend and cousin. When Arjunasaw the llniversal fonn he realized Krishna's greatness and apologized for hiscasual treatment. Krishna felt so close to Arjuna that He took a lesserposition dllring the battle and became Arjuna's chariot driver.

8. Game: Stealing Krishna's Lunch. This can be played either outside or ina large room. You will need a ball.

Krishna liked to play with His cowherd friends alld they often wOllldsteal each other's llinch and llide it. This game represents that pastime.

One child is chosen to be the cowherd boy whose llillch gets stolen.He is in the middle with the other children makillg a large circle around him.A ball represents the lunch bag.

The child in the middle throws the ball very high and whoever catchesit SllOllts, "Haribol!" The catcher throws it to another child in any part of thecircle, who in tllffi throws it to another child and so 011. The cowherd boyil1side the circle tries to recover his lunch by jumping and running to catcll theball as it flies in all directions above his head. He Inay not leave the circle.No one is allowed to throw the llinch bag to the person next to them. The ballnllist be passed quickly from child to child without stopping. When thecowherd boy ill the middle of the circle catches his lunch bag, the player whothrew it becomes the new player in the middle.

9. Sil1g the Maharaj Ambarish song.

10. Pass out copies of Worksheet 27 alld 28. Go over the activitiessuggested for the week. The stlldents will write whatever activity theychoose to do daily in one of the people outlines. Today have them fill in thefirst olltline with "Story of Krislma' s friend, Arjllna."

For the llall display: When students bring in their completed peopleoutlines next week, have them cut them out. The outlines can be placed IIparound Worksheet 29 with all the people joining hands.

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Damodar Class:

1. Cllant the verse for tIle session.

2. Review the past lessons briefly. Remember to ask a few detailedqllestions.

3. Have the children Cllt out their "checkbook" homework and deposit themin the display. Take a minute to discuss their experiences or anything they'dlike to share about their homework. Did anyone try anything different?

4. Introduce sakh.vam and the English translation. Add it to your stack offlashcards.

5. Ask tIle students to describe what tlley feel friendship means. One way tostimlilate the discussion is to brainstorm. Ask the children to callout wordsor phrases that COlne to mind when they think of friend. Write them on thecllalkboard. Then let them discllss things friends do together and the feelingstlley have for eacll other.

Jlldging what we know from friendships here, ask if it is possible for usto have a relationsllip with Krishna like that now. They should conclude thatbecause we are not able to see Hinl personally and speak with Him to have afalniliar relatiollship as a friend (where we interact physically with Him) is notpossible.

Sakhyam is a process in which we first need to be purified. Again, by11earing and chanting we become purified and develop nlore and more love fortIle Lord. When we are at the stage of intense love, we may desire to haveKrislula as our friend.

6. Referring to the different relatiolls manifest in tIle spiritual world, tell themof friendship as being above servitorship. In servitorship there is a distinctiollof sllperior and inferior -- master and servant. This is not so in sakhya-rasa.KriShIla 's friends actually forget He is God and treat Him like one of tlleirfriends.

Let the stlldents discover why this might happen through guideddiscussion (based on their experiellces witll their friends). Do they worshiptheir friends? How would they feel if their friends stood before them withfolded hands alld were always bowing down before them?

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Krislma gets a lot of pleasure from his friendships. It is more satisfyingtllan if He was only worshipped. But that feeling of awe and reverence isnecessary for lIS now so we don't become too familiar and disrespectKrislma. Make sure they llnderstand this point. How many times domisllnderstandings and disagreements happen with friends? Fairly often.

7. Arj una is tIle example of one perfecting himself by becoming friends withthe Lord. Discuss Arjuna's relationship with Krislma. How was it evidentthat the Lord considered Arjuna His friend? (He took the lower position ofdriving Arjuna's chariot in the battle. He acted as the Pandava's messengerbefore the battle trying to avert the war. He helped Arjuna kidnap His sister,Sllbhadra. )

8. Game: Krislma AppreciationKrislma's friends really appreciate Him. Playa game where Krishna isglorified throughOllt the alphabet.

I love Krislma with an Abecause He is so artistic

I love Krislma with a Bbecause He is so beautiful

I love Krishna with a Cbecause He is so compassionate

All of the players sit in a circle and take turns thinking of a word. Thefirst player who cannot think of any adjective that starts with his letter is out.(Leave Ollt "X".) If you reach "z" and want to continue, start over with "A"agaIn.

9. Pass out copies ofWorksheet 27 and 28. Go over the activities suggestedfo~ th~ week. The students will write whatever activity they choose to dod~tly 111 one of the people outlines. Today have them fill in the first outlineWIth "Story ofKrislma's friend, Arjuna."

. For the hall display: When students bring in their completed peopleouthnes next week, hav~ them cut them out. The outlines can be placed uparound Worksheet 29 WIth all the people joining hands.

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Madan Mohan Class

1. Chant the verse for the session.

2. Review briefly some of the past lessons.

3. Have the children cut out their "checkbook" homework and add it to thedisplay. Take a minute to discuss their experiences or anything they'd like toshare about their homework. Did anyone try anything different?

4. Illtroduce sakhyam and the English translation. Add the group of cards tothe wall.

5. Discuss friendship in the general material sense. Ask the students to tllinkof three words or phrases they would choose to describe friendship. Let themhave a few Inintltes to think and write their words down. They will probablyCOlne up with words like love, sharing, honesty, helping each other,sacrificing, etc. Discuss how friends can have very strong feelings for eachother. See if they can give you any examples reflecting that.

6. Referring back to last week's discussion on the five rasas, list them inorder OIl tIle board. Explain how friendship is on a higher level thanservitude. They can understand this well enough by imagining the feelingsbetween master and servant compared to the feeling between friends. Howare they different? Which is stronger? Why does Krislma also want to havefriends?

7. YOll can also have the students role-play to demonstrate this. One studentis Krislma, desiring to do things with His friend, like playing with the cows,stealing each other's ltillch, playing bailor tag. The other student is acowherd boy who just can't forget that Krislma is God. He may start to playbut then stops to offer obeisances or prays or constantly glorifies the Lord.They can see how it sort of puts a damper on Krislma's fun after awhile.

YOll may also explain about the covering ofyoga-maya experienced inthe spiritual world. This enables them to forget that Krislma is God andthereby He can enjoy more pastimes with them.

8. This state of friendship with the Lord is realized only after becomingpllrified thrOUgll Ilearing and chanting. We are not on the level of treating

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Krishna as our equal. Explain the dangers of imitating or pretending to be ontllis level.

9. Arjllna is the example of one perfecting himself by becoming friends withthe Lord. Discuss Arjuna's relationship with Krishna. How was it evidentthat the Lord considered Arjuna His friend? (He took the lower position ofdriving Arjuna's chariot in the battle. He acted as the Pandava's messengerbefore the battle trying to avert the war. He helped Arjuna kidnap His sister,Subhadra.)

10. Pass out copies of Worksheet 27 and 28. Go over the activitiessllggested for the week. The students will write whatever activity theychoose to do daily in one of the people outlines. Today have them fill in thefirst outline with "Story of Krishna's friend, Arjuna."

For the hall display: When students bring in their completed peopleoutlines next week, have them cut them out. The outlines can be placed uparound Worksheet 29 with all the people joining hands.

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f,

Lesson NineAtma-nivedanam (Surrendering Everything to the Lord)

Madhava Class

1. Chant the verse for the session.

2. (Review will be done at the end of class.) Have the students cut out theirpeople outline Il01nework. Let them place it on the display.

3. Introduce atma-nivedananl and its English translation. Tell that "alma"means "self' so surrendering everything means surrendering yourself.

The comparison mentioned in their booklets is that of a cow. A cowprovides nice milk for his master and he has no other concerns or worries.He trusts that the master will provide his food and sllelter. Similarly, adevotee can surrender everytlling and not be in anxiety becallse he knows hismaster will give him whatever he needs.

4. Tell the story of Bali Maharaj who is the example of someonesurrendering everything. They probably know this story already if you havedone the Das Avatar session. You can ask the stlldents to tell it, helping themby having pictllres sketched of the main events in order. If they know thestory well, assign them parts and let them act it Ollt for you without any help.

5. Review for tIle quiz next week. For a fun review, write the words fromthe verse (sravanam, kirtanam, etc.) on index cards. Place them on the wallaround the room. Write the translations on separate cards and tIlecorresponding personalities on separate cards. Pass out these cards alongwith a small wad of 'blue tack to the students. When you say go, tlley willcircll1ate arollnd the room and tack up their card under the correct Sanskritword.

When everyone is finished, yOll can all check it together.

6. Pass Ollt copies of Worksheets 30 and 31 A and B. Worksheet 31 A andB should be copied onto 2 different colors of paper. Go over tIle activitiessllggested for the week, ellcollfaging stlldents to try some of the differentones. TIley will write their activities 011 the strips of Worksheet 31 B. Theycan Cllt out Worksheet 31 A at home and staple the streamers to the ends of

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tIle rockets. The children can roll the ends of the streamers around a pencil,giving it SOllIe cur] and dilnension. When they bril1g the rockets back nextweek tlley can be 11l1ng from the ceiling. You should have one cut out withtIle streamers attached so they can see it.

For tIle display: Cut out Worksheet 32, punch a hole in the top and tiea string thrOllgh the hole. Attach the string to the ceiling. When thechildren's rockets are brought ill, they can be hung in the same way withvarying leIlgths of string.

Remind them of the quiz next week. Tell them what they will beexpected to know.

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..

Damodar Class:

1. Chant the verse for tIle session.

2. (Review will be done at the end of class.) Have the students Cllt Ollt theirpeople outline homework. Let them place it on the display.

3. Introduce atma-nivedanam and its El1glish translation. Tell that "atma"means "self' so surrendering everything means sll1Tendering yourself.

The comparison mentioned in their booklets is that of a cow. A cowprovides nice milk for his master and 11e has 110 other concerns or worries.He trusts that the master will provide his food and shelter. Similarly, adevotee can surrender everything and not be in anxiety because he knows hismaster will give him whatever he needs.

4. Discuss surrender and dependence. Talk abollt what it really means to betotally dependent on the Lord. It's a mood that can't be imitated or faked.It's loving trust. YOlI can mention how the different kings or otllers wouldleave their belongings at tIle end of their lives and go to the forest, dependingonly on the Lord for their maintenance. Try to get them to understand howelevated that position is.

YOlI can read them S. B. 2.2 verses 3-6 which talks about acceptingwhat Krishna has already provided. Read the purports yOllrself so you canrefer to examples Prabhllpada has given.

5. Ask the students to name some things that would be hard for them tosllrrender. They will probably name gross things like TV, families, wealth,etc. Expand on this and mention some more subtle things that also need to beSllrrendered -- the desire for fame, our reputation, pride, etc. These are even11arder to give IIp than the obvious things.

6. Tell the story of Bali Maharaj as the example of one surrenderingeverything. This story is probably familiar to most of the children so involvetllem somehow to keep their interest (through eitl1er questions, reading oracting out).

7. Maharaj Atnbarisll is a special devotee because he perfonned all nineprocesses of devotiollal service. Tell them how he engaged his senses and

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read together the verse fOllnd on Page 48 of their booklets spoken bySllkadeva Goswami.

8. Infonn the children of the "quiz" next week. It is not a fonnal test but acompetitiol1, a game. YOli can choose teams today or have the boys againstthe girls, etc. Better yet, have the Damodar class compete with the MadanMohan class. Have a representative from the Damodar class go to the MadanMohan class witll a written challenge for the competition next week. Thisreally gets the kids fired up and they will have no problem being motivated tostudy during week.

Review thorolIghly this week. Don't go over the "Challenger"questions word for word. It should be a challenge. You may wish to reviewwith the Madam Mohan Class if you don't have so many students.

For a hin review have the children make two circles of equal number ofchildren. One circle sits facing outward while the other circle sits aroundtllem, facing them. The cllildren in the outer circle ask the cllild they arefacing qllestions and they lnllst answer. On a Clle from you (give thenl about45-60 seconds, thell rillg a bell, clap your hand or whatever) the ollter circleshifts to the right and faces a new partner. They tllen ask that personqllestions. After a few minlltes, let the inner circle children be the onesasking questions. They may use their books.

9. Pass out copies of Workslleets 30 and 31 A and B. Worksheet 31 A andB should be copied onto 2 different colors of paper. Go over the activitiessllggested for tIle week, encouraging students to try some of the differentones. They will write their activities on the strips of Worksheet 31 B. Theycan Cllt Ollt Worksheet 31 A at home and staple the streamers to the ends oftIle rockets. A pencil can be rolled into the streamers, giving tllem some curland dimel1sion. When tlley bring their rockets back next week they canpllnch a hole in the top and hang them from the ceiling. You should have onerocket cut out witll the streamers attached so they can see it.

For the display: ellt out Worksheet 32, punch a hole in the top and tiea string tlrrollgh the hole. Attach the string to the ceiling. The children'srockets can be llung the same way with varying lengths of string.

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...

Madan Mohan Class

1. Chant the verse for the session.

2. (Review will be done at the end of class.) Have the stlldents cut out theirpeople outline. Let them place it on the display.

3. Introdllce atma-nivedanam and its English translation. Tell that "atma"Ineans "self' so sllITendering everything means surrendering yourself.

4. Discuss sllrrender and dependence. In the lesson on prayer, there wassome discussion already about surrendering to the will of the Lord. Talkabout what it really Ineans to be totally dependent on the Lord. It's a moodtllat can't be imitated or faked. It's loving trust. You can mention how thedifferellt kings or others would leave their belongings at the end of their livesand go to the forest, depending only on tIle Lord for their maintenance. Tryto get them to llnderstand how elevated that position is.

You can read them S. B. 2.2 verses 3-6 which talks about acceptingwllat Krishna has already provided. Read the purports yourself so you canrefer to examples Prabhupada has given.

You can also mention how slllTender and dependence relieves one fromanxieties. A servant may be completely dependent on his master, but themaster will provide everything for that servant. He doesn't need to worrywhere l1is next meal will come from or where he will live. He may live in thefinest mansion with his master wearing his master's old clothes and eating thesame expensive food. Krishna is the richest master. Won't He also give Hisservant what is needed?

5. DisClISS the different things that can be surrelldered. Ask the students toname some tllings tIlat wOllld be hard for them to surrender. They willprobably name gross things like TV, families, wealth, etc. Expand on thisand mention some more sllbtle things that also need to be surrendered -- thedesire for fame, Ollr reputation, pride, etc. These are even harder to give uptllan tIle obvious tllings.

6. Tell the stoty of Bali Mallaraj as the example of one surrenderingeverything. Tllis story is probably familiar to most of the children so involvetIleln SOlllehow to keep their interest (thrOllgh either questions, reading oracting Ollt).

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7. Mallaraj Ambarish is a special devotee because he perfonned all nineprocesses of devotional service. Tell them how he engaged his senses andread together the verse found on Page 48 of their booklets spoken bySlIkadeva Goswami.

8. I11fonn the children of the "qlIiz" next week. It is not a fonnal test but acompetition, a game. You can choose teams today or 11ave the boys againsttIle girls, etc. Better yet, have the Damodar class compete with the MadanMohan class. Have a representative from the Damodar class go to the MadanMohan class with a written cllallenge for the competition next week. Thisreally gets the kids fired IIp and they will have no problem being motivated tostudy during week.

Review thoroughly this week. Don't go over the "Challenger"qllestions word for word. It should be a challenge. You may wish to reviewwith the Madam Mohall Class ifY01I don't have so many stlldents.

For a filII review have the children make two circles of equal number ofchildren. One circle sits facing outward wllile the other circle sits aroundthem, facillg them. The children in the outer circle ask the child they arefacing qllestions and they must answer. On a cue from you (give them about45-60 seconds, then ring a bell, clap YOllr hand or whatever) the outer circleshifts to the rigllt and faces a new partner. They the!1 ask that personqlIestions. After a few Ininutes, let the inner circle children be the onesasking qllestions. They may use their books.

9. Pass out copies of Worksheets 30 and 31 A and B. Worksheet 31 A andB should be copied onto 2 different colors of paper. Go over the activitiessllggested for the week, encouraging students to try some of the differentones. They will write their activities on the strips of Worksheet 31 B. Theycan cut Ollt Worksheet 31 A at llome and staple the strealners to the ends oftIle rockets. When they bring the rockets back next week they can punch ahole ill the top and hang them from the ceiling. You Sh01IId have one cut outwith the streamers attached so they can see it.

For tIle display: Cllt out Worksheet 32, punch a hole in the top and tiea string tIlfOllgh tIle hole. Attach the string to the ceiling. When thechildrell' s rockets are brought back in they can be hung in the same way withvarying lengths of string.

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Tic-tac-toe Competition

(For the Madhava Class)

Mark out a big tic-tac-toe diagram on the floor or grOUlld. Divide theclass into two teams. Prepare large cards or sheets of paper with X or 0printed on tllenl. Give one team the X cards and the other the 0 cards.

Using some of the easier question from the following ChallengerGame, begil1 by asking questions of the tealns, in tllffi. When a playeranswers a qllestion correctly lIe may stand in one of tIle tic-tac-toe squares.The object of the gmne is to keep the other team from getting three people ina row -- across, down or diagonally. If a question is missed it goes to thenext team. TIle first team with three people in a row wins that round. Severalrounds can be played.

To vary the questions and to make it age-appropriate, you can also askSliCh tllings as, "How do you spell kirfanam?"

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Challenger Game -- The Nine Processes ofDevotional Service

(For the Damodar and Madan Mohan Classes)

Game Instructions: This "challenger quiz game" can be played with twoteams. TIle temns do not need to be equal in number but it is good of they arefairly evenly matched intellectually. You can team the girls against the boys,the Damodar Class against the Madan Mohan Class, or count off al1d chooserandom teams.

One or two people sl10uld be elected from each team to be thespokesperson. Only answers given by the spokesperson are counted.

A question is given to Team One. They are allowed to discuss theanswer amongst themselves in their group. The answer is given by thespokespersoll. If it is answered correctly, that team receives 2 points. If itanswered incorrectly, Team 2 gets the chance to answer. They may also maydiscuss amongst themselves, the spokesperson giving the answer. If theTeam 2 gets the correct answer, they receive one point. Team 2 gets theopportunity to answer the next question for 2 points. One of the children cankeep score on the chalkboard or a posterboard. Warn the children not to blurtout answers or discuss too loudly -- the other team may hear and end upgetting the answer from the opposing team.

You may want to have some prize for the winning team. Perhaps youcould n1ake cookies in advance and the winning team receives two cookieseach while the losing team receives one cookie each. That way everybodygets something.

Take down any wall charts with the verse on it and the visual aidsYOll've been using thrOllghout the session.

Now for the qllestions! For added fun and dramatics, the questions canbe cut into strips, folded and put into a bowl. The teacher or a selectedstlldent can reach in and pullout a qllestion each time. The following twopages contain the questions to be llsed for the Challenger Game.

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....'.

1. What person was perfect ill serving Krishna's lotus feet? Laxmi

2. WIlat does archanam mean? Offering respectful worship or Deityworsllip

3. What is the Sanskrit word for "offering prayers?" Vandanam

4. WIlat person surrendered everything? Bali Maharaj

5. What does "smaranam" mean? Remembering

6. WIlat was Sllkadeva Goswami perfect in? Chanting

7. What does "dasyam" mean? Serving the Lord

8. What person attained perfection by being Krishna's friend? Arjuna

9. What was King Prithu perfect in? Deity worship or offering respectfulworship

10. WIlO did Prahlad Maharaj' s mother stay with while Prahlad was ill herwOlnb? Narada Muni

11. W11at was Sukadeva Goswami in his past life? A parrot

12. What does "kirtanam" mean? Chanting

13. What is the sevellth process of devotional service? Dasyam

14. Why did Shringi Cllrse Maharaj Pariksit? Pariksit laid a snake over Ilisfatller's shoulders

]5. Cllant the verse from this session without looking.

16. NatTIe tIle tllfee places that Lord Vamanadeva placed His three steps. 1.Covered ti,e material world; 2. Covered the llniverse; 3. Bali's head

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17. WllO was perfect in da,--,yam? Hanuman

18. Name at least 3 ways Hiranyakasipu tried to kill Prahlad. Threw himfrom a cliff, poisoned him, trampled with elephant, put in boiling oil, putin a snake pit, stabbed with tridentss

19. What was Akrura perfect in? Praying

20. WllO was perfect in remembering the Lord? Prahlad Maharaj

21. What was unllsual about Sukadeva Goswami's birth? He was in thewomb for 16 years

22. Why was Aknlra taking Krishna and Balaram in his chariot? Takingthem to Mathura on King Kamsa's order

23. W11at is the Sanskrit word for friendship? Sakhyam

24. What was tIle name of the brahman boy who cursed Maharaj Pariksit?Sringhi

25. What was the name of Prahlad ' s father? Hiranyakasipu

26. Wllat was tIle name of the person who perfonned all nine processes ofdevotional service? Maharaj Ambarish

27. W11at is the Sanskrit word for "hearing"? Sravanam

28. What did Maharaj Ambarish use his hands for? Washing the temple ofti,e Lord

29. Who was Lord Shiva reciting Srimad Bhagavatam to? His wife, Parvati

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Drama"The Nine Processes of Devotional Service"

(One grOllp of children who will be challting tIle verse are sitting in one backcorner of the stage. Another smaller group of cllildren are sitting in the otherback comer of the stage.

All Children: Sravanam kirtanam ...

Narrator 1: Hearing and chanting about tIle transcendental holy llame, fonn,qllalities, paraphernalia and pastimes of Lord Vishnu, remembering them,serving tIle 10ttlS feet of tIle Lord, offering the Lord respectful worship,offerillg prayers to the Lord, becoming His servant, considering the Lordone's best friend, and surrendering everything llnto Him -- these nineprocesses are accepted as pure devotional service.

This verse was spoken by Prahlad Maharaj when he was asked to tellhis father wllat he had learned from his teachers.

We've stlldied these nine processes of devotional service in SundayScllool and wOllld like to sllow you what we've learned. ellant along with usand yOll can learn the verse too.

All children: sravanam kirtanam visnoh... (whole verse)

Small group of children: Sravanam -- Hearing

Narrator 2: Sravanam means hearing. Pariksit Maharaj was the perfectexample of one perfecting himself thrOllgh hearing.

(2 saints COlne and take their place 011 the side of the stage. Maharaj Pariksitcomes out and walks to the front of the stage with folded hands, addressingtIle alldience.)

Pariksit: I am Maharaj Pariksit. I was very fortllnate to learn that I wasgoing to die ill seven days. That is forttlnate because I had a warning of mydeath and I COllld lIse my seven days properly. The great sages said that Ishollid hear. I SllOllld llear tIle pastimes of the Lord, alld I should hear Hisqllalities and His glories from a self-realized SOlll.

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I left my kingdonl iInmediately and went to the bank of the Ganges.(Takes off his cape and crown al1d puts on a simple clladar. He walks to theside of the stage where three other saillts are sitting.) I wanted to associatewith the great saintly people there. They could tell me about Krishna. (Hesits with them.)

All Children: Sravallam kirtanam visnoh...(whole verse eacll time)

Small Group: Kirtanam -- Chanting

Narrator 2: Kirtallanl means chanting. Sukadeva Goswami was perfect inthe process of chanting.

(Sukadeva comes on stage and walks slowly over to Pariksit and the sages.TIle sages all bow.)

Pariksit: My dear Sukadeva Goswami, Krishna is surely helping me. Icame here to the bank of the Ganges to hear of the pastimes of tIle Lord andll0W you have come. You are famous amongst the great SOliis for yourwonderful chanting of the Lord's glories. Please accept nle as your discipleand instnlct me.

Sukadeva: Jaya Sri Krishna. You have made the right decision, PariksitMaharaj. Tllere is no better engagement that to hear and chant about LordKrishna. I will gladly sit and tell you of the wonderful history of SriBhagavan.

I am only able to relate the Lord's pastimes because I heard them firstfrom Lord Siva and my father, Vyasadeva. One must hear about LordKrishna from His devotees.

(He sits alld begins speaking [silently] as Pariksit and the sages listenintently.)

Narrator 2: And so, for seven days, without eating, drinkUlg or sleeping, thegreat saint Sllkadeva Goswami spoke the Srimad Bhagavatam to MaharajPariksit.(They exit as cllildren cllant.)

All Children: sravanam kirtanam visnoh...

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..."

!,

...'P'

Small group: Smaraman -- Remembering

Narrator 2: Smaranam tneans remembering the Lord. After sufficienthearing alld chanting, we can remember Krishna. Prahlad Maharaj was veryperfect in his relnembrance of Lord Sri Krishna.

(Prailiad COlnes on stage. Some props are on the floor near where he stands.)

Prahlad: You probably all have heard of Iny father, tIle great demonHiranyakasipu. He was such a demon that lIe wanted to kill me, his own son,because I am a devotee of Krishna. He tried in so many ways, too.(He picks up a trident.) My father's men tried to stab me \\lith these. Theytried to throw me from a cliff. He tried to poison me and he even Pllt me inroom filII oftllese snakes. (He picks up a rubber snake and caresses it.) Buteach time, I tllOllght of Lord Krishna and somehow He saved me from all thedanger. We should always remember Krishna and never forget Him.(He moves closer to the audience.) DOII't forget, I am the one who spoke thisverse, sravanam kirtanam visnoh. Let's hear all of you. Are you learning ityet? (He encollrages the audience to chant and walks off as they start.)

All children (and hopefully the audience): sravanam kirtanam...

Small group: Pada-sevanam -- Serving the Lord's lotus feet

Narrator 2: Pada-sevanam means serving the lotus feet of the Lord. Laxmidevi is the perfect example of pada-sevanam.

(Maha Vishnu and LaXlni come on stage. Vishnu lays down and Laxmi takesller position at His feet, rubbing them)

Laxmi: Is tilere anything else You'd like me to do for YOll today, my Lord?

Vishnu: Laxmi, 110W could you possibly do more for Me? You areconstantly engaged ill serving Me.

Laxmi: That is what gives me the most pleasure, my Lord. I am Oillysatisfied wllell I see that You have everything YOll need for Your happiness.

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Vishnu: Nothing can make Me happier than your wonderfill service. Youare an ideal wife. I always have slich nice food tilat you cook, you fan mewhile I eat, and our household affairs are perfectly take11 care of by you. Andevery Ininute that you are free you massage My feet. You are the perfectionof lovillg service.

(They exit as children cllant.)

All Children: sravallam kirtanam...

Small Group: Archanam -- Offering respectful worship

Narrator 2: Archanam lneans offering worship to the Lord. Prithu Maharajwas a great killg who was perfect ill this process of devotional service.

(Prithll enters alollg with 2 saints and all sit around a sacrificial fire. Prithupicks lip a ladle and acts as ifhe is pouring ghee over the flames.)

Prithu: Om narayana namah...

2 Saints: (repeating after the king) Om narayana namah...

Prithu: Om govindaya namah...

2 Saints: (repeating after the king) Om govindaya nalnah...

Saint 1: (stands and addresses Maharaj Prithu) 0 great king Maharj Prithu,this now COllcllldes YOllr 99 horse sacrifices for the pleasure of the Lord.

Prithu: I only hope that Lord Vishnu is happy with my efforts. Olir life ismeant for the Lord's pleasure and if I could not satisfy Him, I would feel mylife a faillire.

(Lord ViShnli ellters and stands in the middle of the sages. All offerobeisances to Him and sit with folded hands. Prithu stands.)

Vishnu: 0 piOllS king, Prithll, I am not only pleased with your sacrifices toMe but I am also very impressed to see your good qualities and excellent

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behavior. Because of your wonderftll nature, yOll have achieved my favor.YOlllnay ask any benedictioll from me you like.

(Maharaj Prithu is overcome with emotion alld can only stand looking at theLord's lotus feet, shakillg his head. After a few moments, he wipes the tearsfrom his eyes and speaks.)

Prithu: My dear Lord, you can bestow any benediction to any living being.Bllt I do 110t wallt to have such a benediction. I only wish to have thebenediction of having 1 million ears. Then I may be able to hear about theglories of Your lotus feet from the mOllth of Your pure devotees. Bless methat I may be able to serve You just like the goddess of fortune, Laxmi devi,is serving You.

Vishnu: Yes, my King, you may always be blessed by engaging in mydevotional service.

(Prithu bows before the Lord and lead Him to a sitting place. He offers theLord arati, ringing a bell softly.)

Narrator 2: (as Pritllu is offering) After worshipping Lord Vishnupersonally, King Prithu worshipped the demigods, tIle great sages, theinhabitants of the heavenly planets, and many other living entities whopresented themselves ill tIle sacrificial arena. The Supreme Personality ofGodhead, pleased with the king's respectful worship, returned to His abode intIle sky.

(TIley exit as cllildren chant.)

All children: sravanam kirtanam ...

Small Group: Vandanam -- Offering prayers

Narrator 2: Vandanam Ineans offering prayers to the Lord. Akrura,Krislula's uncle, perfected himself by offering very beautiful prayers to theSllpreme Persollality, Lord Krisima.

(Krishna and Balarama are seated on the side of the stage. Akrura enters, notJl0ticillg them.)

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Akrura: I'm so lucky to be able to have Krishna atld Balaram's association.I'm going to take my bath here in the river very qllickly so I can join Themback in the cllariot very SOOI1. (He notices Krishna and Balaram who aremaking motions as ifbatl1ing themselves and splashing water.) What? Is itpossible? How could it be? I must be seeing things! I just left Krishna andBalaram back at the chariot and here They are at the river. Let me check.

(He walks back around pretending that it was quite far and ends up at theopposite side of the stage. He strains as if looking at the chariot in thedistance.)

Akrura: Hare Krishna! They are at the chariot! Was I imagining thingsdown at the river? How could They get there so fast? It's not possible. Imust be confused.

(He walks back to tIle river shaking his head and mumbling to himself and as11e gets closer 11e notices Krishna and Balaram again. He is astonislled. For afew moments he gazes at Them, looking from the direction of tile chariot tothe Lords in the water in wonder, and then he bows down before Them.Krismla and Balaram stand. He gets up and addresses Them with foldedllands.)

Akrura: Krishna has shown me just a glimpse of His greatness! Howalnazing are the activities of the Supreme Lord Govinda!

namas te vasudevayasarva bhuta ksayaya callrsikesha namas tubhyamprapannam pahi mam prabho

o son of Vaslldeva, obeisances to You, within whom all living beings reside.o Lord of the mind and senses, again I offer yOll my obeisances. 0 master,please protect me, who am surrendered unto You.

Narrator 2: III this way, Akrura offered many prayers glorifying theSllpreme Personality of Godhead.

(They exit as the children chant.)

All Children: sravanam kirtallam visnoh...

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Small Group: Dasyam -- Becoming tIle Lord's servant

Narrator 2: Dasyam means becoming a servant of the Lord. HanUlnan isthe example of a perfect servant of God.

(Rama and Sllgriva ellter and take their place in the center of the stage.)

Rama: Sugriva! Have you dispatched YOllr annies in search of Sita? WeInllst find Ravana and rescue my wife. We have had no luck so far.

Sugriva: We are ready for the search, Lord Ranla. In my opinion, there isno one as capable as Hanuman in finding Sitae He is the best of my men, fullof strellgth and valor. I am sure he will locate Sitae

Rama: Yes, I agree. I, too, feel that Hanuman will be the one to find SitaeHanuman has captured my heart with his wisdom and his humility. There isnone other as devoted as he. (Calls to Hanuman who is offstage.) Hanuman!

Hanuman: (rushing IIp to Rama and touching His feet) Yes, Iny Lord?

Rama: (handing 11im his ring) Hanllman, remember that I am dependingelltirely on yOli. YOll are my most trustworthy servant. Take this rillg andgive it to Sita so she will know that you have been sent by Me. I can onlytnlst yOll with something as important as this.

Hanuman: (taking the ring) Lord Rama, I will do everythillg in my power tofulfill Your order. YOll are my life and I will not return until I ha\'e fOlllld Sitafor YOli.

(He exits shoutiIlg "Victory to Rama!" and Sugriva and Rama converseqllietly and slowly exit as narrator speaks.)

Narrator 2: Hanuman did find Sita and he demonstrated his pure love forRaIna many tilnes. Rama gave him many important tasks to fillfill andHanllmall carried alIt each order faithfully. His only thought was how toserve Lord Ralnachandra.

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All children: sravanam kirtanam visnoh...

Small group: Sakllyam -- Considering the Lord one's best friend

Narrator 2: SakhyaITI means considering Krishna to be your best friend.TIle Lord is Ollr ever well-wisher and therefore Ollr best friend. Arjuna is aperfect example of this process of devotional service.

(Arjuna enters carrying his bow and approaches the audience.)

Arjuna: I aITI Arjllna, son of the great Lord Indra. Krishna is my cousin andIny best friend. Nowhere shall I find such a friend. He went to Hastinapurato plead for peace so tllat we Inight avoid the battle of Kunlkshetra. WIlentllat ~idll't work alld there was to be a war, Krishna offered to be the driver ofIny chariot.

And before the battle began, when I was confused and did not want tofight, Krishna spoke to me and showed me the truth.

(He exits as children cllant.)

All children: sravanam kirtanam visnoh...

Small group: Atma-Ilivedallam -- Surrendering everything

Narrator 2: Atma-nivedanam means slirrelldering everything to the Lord. Itis the Ilinth and final process of devotional service. Bali Maharaj is theexample of the person WllO perfected himself by sllrrendering everything toKrishna.

(Bali Maharaj, Sukracharya and Lord Vamanadeva enter and take tl1eir placeon the center of tIle stage. Vamanadeva stands holding up three fingers toBali as if reqllesting the three steps of land.)

Bali Maharaj: Three steps of land? You can ask me for anything and allyOll want is three steps of land? (Pallses) I certailuy can't refuse that request.

Sukracharya: (s11aking llis head and waving his hands) No! No! He willcheat yOll out of everything!

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Bali: (Looking at Sukracharya.) I have given my word and will not be a liar.Tllis dwarf bralunall Inay have his three paces of land.

(LOlld, gtlshing ffillSic starts, the lights flicker wllile the narrator speaks. LordVamanadeva rears back alld lifts his leg as if to take a big step.)

Narrator 2: With his first step the dwarf brahman, Lord Vamalldeva, beganincreasillg in size until the entire universe was within His body. With Hissecond step (Lord Vamana rears back to take another step) he covered theheavenly planets. His toenails pierced through the covering of the universe.(Music stops and lights COlne back 011.)

Vamanadeva: I llave only takell two steps and have covered the wholeuniverse. Where sllall I place my foot for the third step?

Bali: (with folded hands) My Lord, if You will, please place your third stepIlere. (He points to llis llead and bows down placing his head before the feetof Vamana. Valnana rests his foot upon the head of Bali.)

Narrator 2: In this way Bali Mallaraj surrendered 11imself and whatever washis to the 10tllS feet of the Lord.

(As she finislles speaking the actors on stage stand facing tIle alldience.)

Narrator 1: Tllis COIlcludes the Hare Krishna Sunday School's presentationof The Nine Processes of Devotional Service. Let us all become like one oftIle great examples we have seen today and perfect our lives thrOllglldevotiollal service to Krishna. Please join us in chanting the verse one moretime.

Everybody: (all childrel1 on stage stand) sravanam kirtanam visnoh...

(All cllildren stal1d and chant and as the audience chants, all actors and otherchiidrell enter 011 tIle stage. When verse is finished everyone bows.)

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