LOVE WILL GUIDE US
A Tapestry of Faith Program for Children
SESSION 2: AWESOME LOVE
BY REV. ALICE ANACHEKA-NASEMANN AND CATHY CARTWRIGHT
© Copyright 2010 Unitarian Universalist Association.
Published to the Web on 11/8/2014 2:11:29 AM PST.
This program and additional resources are available on the UUA.org web site at
www.uua.org/religiouseducation/curricula/tapestryfaith.
SESSION OVERVIEW
INTRODUCTION
I want to be a dogfish
and catch a leaping catfish
with whiskers as long as the stream.
And I want to be
the rain trinkling down on the world
telling it it's springtime. — Noah Frank, Grade 2, Lakeshore Elementary School, California
This session explores the first Unitarian Universalist Source, "Direct experience of that transcending mystery and wonder, affirmed in all cultures, which moves us to a renewal of the spirit and an openness to the forces which create and uphold life." Of all the Sources, this may be the hardest for young children to grasp, yet it defines us distinctly as Unitarian Universalists. This Source is rooted in Transcendentalism, most notably in the thinking of Henry David Thoreau, who taught us to live in harmony with nature, and Ralph Waldo Emerson, who taught us we can directly experience the awe, wonder, and mystery in nature.
The story in this session is a meditation on how we are part of the natural evolution of life.
GOALS
This session will:
LEARNING OBJECTIVES
Participants will:
SESSION-AT-A-GLANCE
Activity | Minutes |
Welcoming and Entering | 0 |
Opening | 7 |
Activity 1: Rain Sticks | 15 |
Activity 2: Story — We Got Here Together | 15 |
Activity 3: Our Nature Story | 15 |
Faith In Action: Worm Bin | |
Closing | 10 |
Alternate Activity 1: Sharing Joys and Concerns | 7 |
Alternate Activity 2: UU Sources Constellation | 10 |
Alternate Activity 3: Bubble Sculpture | 15 |
SPIRITUAL PREPARATION
Read the poem below. Then, consider for a moment the vastness of the universe and all the events that occurred for the earth to form, the oceans to fill, the sky to look blue, and the grass to grow. Set aside the equations and graphs, calculations and theories, gods and goddesses, and all the vast array of explanations for life. Transcend the explanations and instead, allow life to just ... be. Give in to the wonder. Allow yourself to see the world with fresh eyes, the eyes of a child, without bias or expectations.
O Mystery
O mystery beyond my understanding,
Voice in my heart answering to the earth,
And light of distant stars!
O wonder of the spring, leading the seasons on:
The dewdrops sparking on the web at sunrise,
And unseen life, moving in depths and shallows of the brook,
Trembling in raindrops at the edge of eaves,
Whisper to me of secrets I would know.
O Power that flows through me and all that is,
Light of stars, pulsating in the atoms in my heart,
Whether you are mind and spirit
Or energy transcending human thought
I cannot know, and yet I feel
That out of pain and sorrow and the toil
Through which creation springs from human hands
A force works toward the victory of life, even through the stars.
Here on the earth winter yields slowly, strikes again, and hard,
And lovely buds, advance guards of the spring, suffer harsh death,
And pity moves the heart.
Yet life keeps pulsing on.
The stars still shine, the sun rises again,
New buds burst forth, and life still presses on.
O mystery!
I life my eyes in wonder and in awe! — Robert T. Weston, Seasons of the Soul, 1963
SESSION PLAN
WELCOMING AND ENTERING
Materials for Activity
Preparation for Activity
Description of Activity
This activity is appropriate when participants do not arrive in a group but arrive individually before the session begins.
Welcome children. Invite them to sit down and write and decorate their name tags. A second adult should greet new parents and explain the plans for the day.
Including All Participants
This is an excellent time for co-leaders to notice the abilities and temperament of each child. Note how they respond to you. Are they shy and reticent? Are they anxious and jumpy? Invite a parent to share any concerns and pertinent information, including information about children's allergies. Do you have a sign-in sheet? As the children settle in, co-leaders should review the names of the children attending and share any issues that may need special attention during the session.
OPENING (7 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the children in a circle. Distribute Handout 1, Ten Million Stars, or point out the words printed on newsprint. Light the chalice and invite the group to read the words together responsively.
Referring to the Night Sky display, say in your own words:
When people first began to ponder the night sky, they wondered, "What are stars and why are they there? Why do they move?" "Where did I come from? How did life begin? Why am I here?" Although the sky did not give the answers, people used the stars as symbols for their beliefs about the important questions in their lives.
When people looked at their night sky, they saw patterns and pictures in the way the stars were arranged. Thousands of years ago, the Greeks and Romans, Chinese and Arabs, Native Americans, and other people all around the world named these constellations for gods they worshipped, animals they relied on, and everyday scenes from their lives.
Indicate the Big Dipper. Invite the children to discover the pattern of a dipping spoon. Say:
We call this constellation the Big Dipper. If we lived in Southern France, we would call it a Saucepan. Do you see the saucepan?
Ask the children what other pictures they see. Encourage them to imagine the constellation upside down. Tell them:
To the Skidi Pawnee Indians, this constellation looked like a sick man being carried on a stretcher.
To the ancient Maya, it was a mythological parrot named Seven Macaw.
To the Hindu, it looked like Seven Wise Men.
To the early Egyptians, it was the thigh and leg of a bull.
To the ancient Chinese, it was the chariot of the Emperor of Heaven.
The Micmac Indians saw a bear instead of the scoop, and hunters tracking the bear instead of the handle.
Now say:
People discovered how to use the stars to guide them when travelling. Knowing the constellations in the night sky helped them find the direction they wanted to go.
In the 19th century, people who were kept as slaves in the Southern states gave the Big Dipper a new name: the Drinking Gourd. This constellation became a symbol of freedom. Slaves who escaped knew they could travel at night, following the Drinking Gourd, to get to the Northern states where they would be free.
Say, while pointing to the North Star:
This one star does not move much in the Night Sky. The earth rotates and orbits around the sun, but this star, the North Star, is located directly above the North Pole, so it seems to always stay in the same place in the sky. Travelers without a map, a compass, or a GPS can use the North Star to know where they are and where they are going.
For Unitarian Universalists, love is like the North Star.
Now indicate the poster you have made of the seven Sources. Say, in your own words:
We let love and our Sources guide us, like stars in the night sky guide travelers. We use the wisdom of many Sources to help us answer the big questions about what we believe, just like ancient peoples used the stars.
Explain, or remind the children, that a "source" has to do with origin, or beginning. When we talk about the sources of our beliefs, this means we are talking about where our beliefs begin and how we get ideas. Say, in your own words:
Today we are talking about the sense of wonder we all share.
Have you ever been awestruck by the color of the sky? Or the smell of a flower? Maybe just how much you love your mom or dad or how much they love you. Maybe it's the way you feel about your dog or cat. Maybe the feeling of running is awesome to you, or swimming, or maybe reading a story.
Today we are talking about times that are awesome and wonderful. Times when we feel glad to be alive and a part of nature. We think it's important to learn from a sense of wonder—things that we can't explain.
Distribute Handout 2, Love Will Guide Us Lyrics or indicate the lyrics you have posted. Sing "Love Will Guide Us" together.
Collect handouts or newsprint for re-use.
Including All Participants
For participants who are not fluent readers, take the time to teach the opening words and the song aurally, so children can come to know them from memory.
Use an LED chalice to avoid a fire hazard and to include participants who are sensitive to smoke or scents.
ACTIVITY 1: RAIN STICKS (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Show participants the rain stick you have made and invite them to make their own rain sticks. Demonstrate and help them:
1. Take a circle and, folding up the spokes, glue it to the bottom of the tube.
2. Scrunch two strips of foil into long, thin, snake-like shapes.
3. Twist each foil strip into a spring shape.
4. Insert the foil springs into the tube.
5. Pour dried beans into the tube until it is about 1/10 full.
6. Glue on the second paper circle to cover the top.
7. Decorate the tube with crayons, markers, and stickers.
Before they seal their rain sticks, invite the children to experiment to see how different amounts and different types of seeds and beans change the sound.
When everyone is finished, have participants sit in a circle with their rain sticks. Say, in your own words:
Today we will hear a story of one person's imagination of how the world started. The story doesn't answer any questions, but it may make you wonder. Do you wonder how we got here? Did we come from God? Or did we come here some other way? Maybe some of us came from ocean. Or maybe we came from the sky. Let's listen!
Invite participants, one at a time, to turn their rain sticks over once. As the rain sticks sound, one after the other, the sound of "rain" will grow louder and then fade.
Ask participants if they can hear the "rain" in their tubes. If your group is active, you may want to collect rain sticks before the beginning of the story so the noise is not disruptive.
Including All Participants
Have a co-leader partner with any child who lacks the dexterity to make a rain stick on their own.
ACTIVITY 2: STORY — WE GOT HERE TOGETHER (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
The story is a child-friendly example of the mystery and wonder of creation and is intended to be magical.
Invite children to gather for the story. Show them the storytelling basket. Say something like, "Let's see what's in our story basket this week."
Tell the group the items in the story basket will sit on the table after the children pass them around the circle. Take the story-related items from the basket, one at a time, and pass them around.
Name each object and ask a wondering question about each one, e.g., "I wonder how this works?"
As the items come back to you, display them on the table and say, in your own words:
Today we are exploring the mystery and wonder that is around us each and every day. There are many things we find amazing and wonderful, like stars in the night sky, or a new kitten or a tiny baby, or the sunrise or sunset, rainbows, or lightning, or other things that we just have to stop and look or listen or touch because they're just so... . awesome! Do you like that word? It's a great word to use for the Source we are going to explore today. This is the first Source and it says that Unitarian Universalists believe in the sense of wonder we all share. Awesome wonder!
Before you begin, consider turning the lights down. If someone is unable to close their eyes or sit still, they can hold the props while you read the story.
Remove the rain stick (or other sound instrument) from the story basket. Tell the children that every time you tell a story, you will first use an instrument to help them get their ears, minds, and bodies ready to listen. Invite everyone to sit and close their eyes if they are comfortable. Tell them that closing their eyes will help them focus on just listening.
In a calm voice, say:
As you breathe in, feel your body opening up with air. As you breathe out, feel yourself relaxing.
Repeat this once or twice. Then, say:
When I turn the rain stick over, listen as carefully as you can. See how long you can hear its sound. When you can no longer hear it, open your eyes and you will know it is time for the story to begin.
Use the rain stick. When the sound has gone, begin telling the story. Read or tell the story slowly, like a meditation. Use the rain stick again to indicate that the story is over.
Then, ask:
ACTIVITY 3: OUR NATURE STORY (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Tell participants they will have a chance to imagine their own story in nature and tell their story in words, pictures, or a combination. Indicate the items you have brought and explain they are there to help participants hold a part of nature in their hands. They can imagine something about the piece they are holding, or make a story from something else they experience as awesome in nature. Invite participants to write and/or draw on construction paper.
When they are finished, invite participants to share their stories. Ask for volunteers; allow anyone to pass.
Process with these questions:
Make the connection to the group that as Unitarian Universalists, we lift up our connection to nature and we respect the natural world and all that is in it.
CLOSING (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the children at work tables. Invite them each to decorate a Source Star to take home and share with their family. You might suggest they draw something "awesome" in nature they talked about today. As children work, attach one star that says "We learn from Our Sense of Wonder" to the Night Sky.
When children are done, gather them in a circle. Say, in your own words:
Today we talked about things we see, hear, or touch in nature that can make us feel awe and wonder. We made stories of our own experiences. Our own, personal feeling inside of awe and wonder is one of our Unitarian Universalist Sources that points us to love.
Indicate the first Source words you have posted on newsprint. Invite the children to follow along quietly as you read aloud:
Our Unitarian Universalist beliefs come from the sense of wonder we all share.
Invite volunteers to give an example of what that Source means. You might ask:
If you wish to sing "Our Sources," distribute Session 1, Handout 3 or indicate the newsprint where you have posted the lyrics. Teach/lead the song, with a musical volunteer if you have invited someone to help. You might play the music clip of "Our Sources" for the children to sing along.
Distribute Taking It Home and thank participants.
Save the Night Sky display and the handouts/newsprint to use next time.
Including All Participants
At this age, children have a wide range of reading ability. Do not put individual children on the spot to read aloud.
FAITH IN ACTION: WORM BIN
Materials for Activity
Preparation for Activity
Description of Activity
Composting with red worms is great for apartment dwellers or people who lack the space for a large compost. These bins are not smelly at all (they do have a smell, but it should be "earthy," not rotten) and can easily be kept under a sink. The worm "castings" make the best soil amendment available.
This project is captivating not only for children, but also for adults. The idea that these little red worms can consume as much as they do is astounding. You may hear the word "awesome" often!
Step 1: Drill about 20, evenly spaced 1/4-inch holes in the bottoms of both bins. These holes provide drainage and allow the worms to crawl into the second bin when you are ready to harvest the castings.
Step 2: Using the 1/16 inch bit, drill ventilation holes 1 to 1 1/2 inches apart near the top of each bin, all the way around. Set one of the bins, and one of the lids, aside.
Step 3: Drill about 30 holes in one of the bin lids. (Place the lid firmly on the bin to drill.)
Step 4: Prepare bedding for the worms by shredding newspaper into 1-inch strips. Worms need bedding that is moist but not soggy. Moisten the newspaper by soaking it in water. Squeeze out the excess. Cover the bottom of one bin with 3-4 inches of moist newspaper and fluff it up. Old leaves or leaf litter can be added also. Throw in a handful of dirt for "grit" to help the worms digest their food.
Step 5: Add your worms to the bedding.
Step 6: Cut a piece of cardboard to fit over the bedding. Wet the cardboard and lay it on top of the bedding. Worms love cardboard and it will break down in a few months.
Step 7: Set the lid without holes, upside down, in the spot where you want your compost. Choose a well-ventilated area such as a laundry room, garage, or under the kitchen sink. The upside-down lid will catch runoff—"worm tea"—which is a great liquid fertilizer.
Step 8: Place bricks or short lengths of wood on the upside-down lid. Then set the bin with worms on the bricks.
Step 9: Feed your worms slowly at first. As the worms multiply, begin to add more food. Gently bury the food in a different section of the bin each week, under the cardboard. The worms will follow the scraps around the bin. Burying the food scraps will help keep fruit flies away. Be sure to keep the lid (with holes) on your bin to keep flies away and to keep worms from escaping.
Step 10: When the first bin is full and there are no recognizable food scraps (this is important), place new bedding material in the second bin and place the bin directly on the compost surface of the first bin. In one or two months (patience is required) most of the worms will have moved to the second bin in search of food. Now the first bin will contain (almost) worm free "vermicompost." You can gently lift out any worms that remain and place them in the new bin, or include them in the garden with your compost.
Feeding Your Worms: What do worms like to eat? Feed your worms a vegan diet. Most things that would normally go down the garbage disposal can go into your worm bin. You will notice the worms will eat some foods faster than others. Worms have preferences just like us.
Worms LOVE | Worms HATE |
breads and grains | dairy products |
cereal | fats |
fruits | meat |
tea bags | feces |
vegetables | oils |
LEADER REFLECTION AND PLANNING
Take a few minutes to evaluate the session with your co-leader immediately afterward, while it is fresh. Share your thoughts with any other team leaders and your religious educator. You might find it helpful to consider these questions:
TAKING IT HOME
I want to be a dogfish
and catch a leaping catfish
with whiskers as long as the stream.
And I want to be
the rain trinkling down on the world
telling it it's springtime. — Noah Frank, Grade 2, Lakeshore Elementary School, California
IN TODAY'S SESSION... Children listened to a magical, bedtime story by Kim Stafford, "We All Got Here Together," which offers a mystery-filled explanation for beginnings. Drawing on the story's bubble and rain themes, the children imagined their own story and made rain sticks. The children learned about our first Unitarian Universalist Source—in child-friendly words, "The sense of wonder we all share."
When you read the Source, it is easy to see why it needs simplification:
Direct experience of that transcending mystery and wonder, affirmed in all cultures, which moves us to a renewal of the spirit and an openness to the forces which create and uphold life.
Children heard these words:
Today we talked about things we see, hear, or touch in nature that can make us feel awe and wonder. Our own, personal feeling inside of awe and wonder is one of our Unitarian Universalist Sources that points us to love.
And we read together:
Our Unitarian Universalist beliefs come from the sense of wonder we all share.
By opening children's minds to spirituality, we hope they will develop spiritual traits we cultivate in ourselves: love, compassion, and service; connection with the earth; and a sense of purpose and place in the universe.
EXPLORE THE TOPIC TOGETHER. We used the word "awesome" to suggest the transcendence of life and how nature's wonders sometimes strike us. Consider using the word "awesome" as you share moments of awe with your child. You might ask:
A Family Game. Play "I Spy" outdoors: One player says "I spy, with my little eye, something... (say the color of the item you are looking at).". The others guess the item. If you live in an urban setting, go to a park and try to spy items from nature as well as human-made items. If you have a backyard, try to spy items that are not usually noticed, such as a small bird—even a squirrel, a nut, or something else seen so constantly that you may take it for granted. Perhaps try to find a nest or a small hole in the ground that might be used as a burrow for a small animal. Use this game to promote awareness of awesome nature around us.
A Family Ritual. If you do not already do so, light a chalice (which can be as simple as a votive glass) before your family dinner. Use simple words to set a theme for each meal. "Give thanks and praises" (Bob Marley) is a good example. Or, have children write their own.
ALTERNATE ACTIVITY 1: SHARING JOYS AND CONCERNS (7 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
This activity invites children to experience a ritual enacted in many Unitarian Universalist congregations. Sharing joys and concerns can deepen a group's sense of community. It gives participants a chance to share a portion of their lives in a unique way, encourages listening to others and, can connect with the adult worship experience.
Introduce the concept of sharing joys and concerns by saying something like:
As a community of caring people who are kind to each other, we want to know what has made you very happy or what has made you sad. You are invited to put a flame on one of these felt candles, place it on this felt board, and then share your joy or concern. Everyone in the room is asked to listen with respect. You do not have to say anything at all, if you do not want to.
Invite the children to come forward one at a time. Of course, anyone may pass. If the children do not know each other very well yet, or a new person is visiting, have everyone say their name before they begin for the group to repeat back. As children share, model listening respectfully and without comment.
Variation
Instead of inviting children to share joys and concerns, posit a question each child can answer briefly. For example, a question to fit this session might be "What have you seen or heard or felt that was awesome?"
Including All Participants
If any children are reluctant to stand to address the group, allow them to speak joys and concerns from where they sit or invite them to light a candle silently.
This sharing circle can be a vital part of congregational ministry. Many congregations have in place a safe congregation policy in the event a participant reveals they are being hurt by someone. It will be important to alert your religious educator, minister, or Board president to any troubling issue that may arise in this sharing.
ALTERNATE ACTIVITY 2: UU SOURCE CONSTELLATION (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Tell participants:
Our Sources are the way we are guided as Unitarian Universalists to help us live our faith.
Ask participants if they remember (or know) what a "source" is. Allow a moment for responses. Then, explain that the definition of source you are looking for has to do with origin, or beginning.
Say in your own words:
Today we are talking about the sense of wonder we all share. We are talking about times that are awesome and wonderful. Times when we feel glad to be alive and a part of nature. Have you ever been awestruck by the color of the sky? Or the smell of a flower? Maybe it's just how much you love your mom or dad or how much they love you. Maybe it's the way you feel about your dog or cat. Maybe running is awesome to you, or swimming, or maybe reading a story.
Give the children time to think. Then, distribute the UU Source Constellation handout. Say:
Unitarian Universalists think it's important to learn from a sense of wonder—the awesome things that we can't explain. We have a constellation named in honor of this Source. It's shaped like a heart to show how awesome things can make us feel love. Can you find the heart constellation in our Night Sky?
Give them time to try to find the heart. As children find it, let them show it to you by tracing the heart shape with their finger on their own handout.
Distribute gold and silver stars. Have children stick gold stars on the outlined stars and silver stars on the solid stars on their handouts. Then, invite them to pencil the heart shape by connecting the gold stars. Tell them they may take their Awe and Wonder constellations home.
Say, in your own words:
As Unitarian Universalists, we learn a sense of awe and wonder we all share.
Light the chalice.
ALTERNATE ACTIVITY 3: BUBBLE SCULPTURE (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
If you have time, use this activity to lead into or out of Activity 2, Story — We All Got Here Together.
Invite participants to join you at a work table. Explain that bubbles are magical; that the story they will (or did) hear today has to do with bubbles and where we came from. Say, in your own words:
The story does not answer questions. The story just lets us wonder—like the bubbles make us wonder—about how we come to be.
Dip one end of a straw in the solution. Hold the straw slightly above the surface and gently blow a bubble.
Demonstrate how to blow bubbles within bubbles: Remove the straw from the bubble. Make sure the straw is wet and then gently insert it in the top of the bubble, so it enters at a 45-degree angle. Blow gently to form another bubble. Repeat to form more bubbles in bubbles. Awesome!
Ask, in your own words:
Do you wonder why a bubble can burst so easily, and yet you can insert the straw back in and still not break it? It is fragile and strong at the same time. I sit here and look at this bubble and I think, "This is awesome!"
Invite the children to experience the awesomeness of bubbles with one or two partners to make a "bubble sculpture" that has bubbles within bubbles.
Share these tips:
This activity can get messy and slippery. Leave time for volunteers to help clean up.
Including All Participants
Children with low tolerance may get frustrated if they cannot form a bubble sculpture after a few tries. Consider having a bottle of bubble solution with a blowing wand available.
It may helpful to establish rules of behavior prior to doing this activity, such as "We blow into straws only when they are in the solution."
LOVE WILL GUIDE US: SESSION 2:
STORY: WE GOT HERE TOGETHER
"We Got Here Together," by Kim Stafford, is reprinted by permission of the author from We Got Here Together, by Kim Stafford, illustrated by Debra Frasier, published by Harcourt Brace in 1994. Copyright 1994 by Kim Stafford.
Invite children to act out the story when you read "Now you get settled into bed." Encourage them to imagine the bubble coming from the fish and turning into the sky and the rain turning into the ocean.
Now you get settled in bed, I'll tell you a story.
You get cozy, and I'll start.
Once, in the deepest ocean, there was a little fish.
That fish opened its mouth and let a bubble go.
At the same moment a cloud high over the ocean let a raindrop go.
Way down in the deep that bubble started its journey to the surface, and high in the sky that raindrop started down.
Would you be afraid? I might be afraid. But nothing can hurt a raindrop, nothing can hurt a bubble. They belong where they're going.
For a long time that bubble drifted up through the water without a thought, bumping a seal belly, bouncing off a seaweed leaf, rolling through the blue, floating toward that big ceiling of light.
And the raindrop was spinning dizzy down, sliding along the shoulder of the wind, tumbling toward that silver field of water.
They took so long, falling down and soaring up, they grew. The bubble swelled and filled with light. The raindrop gathered ready and round.
Somehow they were aimed for the exact same moment in time, and they got there together.
Then they were—what were they?
The bubble opened and was the whole sky.
The raindrop opened and was the whole ocean.
There they were—sky and ocean turning right where they belonged.
And you and I?
We got here together, too, didn't we? We got here safe, in the silver light, where we belong.
(Sound the rain stick to indicate the story is over.)
LOVE WILL GUIDE US: SESSION 2:
HANDOUT 1: UU SOURCE CONSTELLATION — OUR SENSE OF WONDER
LOVE WILL GUIDE US: SESSION 2:
LEADER RESOURCE 1: UU SOURCE CONSTELLATION ANSWER SHEET — OUR SENSE OF WONDER
LOVE WILL GUIDE US: SESSION 2:
LEADER RESOURCE 2: SOURCE STAR — OUR SENSE OF WONDER
FIND OUT MORE
The website Henry Hikes (at www.henryhikes.com/) has adaptations of stories and reflections by Henry David Thoreau, geared toward children, along with colorful illustrations.
The UUA Bookstore offers many books on Transcendentalism, including True Harvest: Readings from Henry David Thoreau for Every Day of the Year (at www.uuabookstore.org/productdetails.cfm?PC=642) (Skinner House, 2005) and A Dream Too Wild: Emerson Meditations for Every Day of the Year (at www.uuabookstore.org/productdetails.cfm?PC=592) (Skinner House, 2003), both collected by Barry M. Andrews.