A while a go I asked pastor GvP about professing and confessing.

We pro-fess our faith, and we con-fess our faith - we have two words but they are identical when it comes to the statement of faith; yet we con-fess our sins but we don't pro-fess our sins. It all comes down to faith: I don't understand it but I just have to believe that it is so

Every Sunday we hear the Apostolic Creed, sung or spoken. Every so many weeks we read the form for the Lord's Supper or Baptism. Many times we hear the word "burried". Depending on the minister you will hear this word pronounced differently. In the congregation there is a large number of people that say it the way it is written. Yet, nobody pronounces "busy" the way it is written.

What should we, ESL people, do: follow the left or the right, the wide road or go on the small path?

I found this online.

bur·y  (br)

tr.v. bur·ied, bur·y·ing, bur·ies

 

Word History: Why does bury rhyme with berry and not with jury? The answer goes back to early English times. The late Old English form of the verb bury was byrgan, pronounced approximately (büryn). During Middle English times this (ü) sound changed, but with different results in different regions of England: to () as in put in the Midlands, to () as in pit in southern England, or to () as in pet in southeast England. London is located in the East Midlands, but because of its central location and its status as the capital, its East Midlands dialect was influenced by southern (Saxon) and southeastern (Kentish) dialects. The normal East Midlands development of (ü) was (), spelled u.

Bury is the only word in Modern English with a Midlands spelling and a southeastern pronunciation. Similarly, the word busy, from Old English bysig, bisig, and its verb bysgian, bisgian, "to employ," is spelled with the East Midlands dialect u, but pronounced with the southern (Saxon) development of (ü), ().

Source: The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved.

Students can choose music at the High School, and as far as I know, there is so called "Band" and an extra curricular option for choir. Why do students choose for music education? Some like music and play an instrument, others would like to learn to play an instrument, then there are those that would like a break from the other school work and activities, and there might be the attraction of a band-tour.

Compared to the number of students enrolled in music education today, this number should be much higher, if the positive benefits are considered. I am convinced that one part-time... No... one full-time music teacher would not be enough if the following finding would be taken seriously. It would make parents to stimulate their children much more to take music than anything else in High School.

* The world's top academic countries place a high value on music education. Hungary, Netherlands and Japan have required music training at the elementary and middle school levels, both instrumental and vocal, for several decades.
~ 1988 International Association for the Evaluation of Educational Achievement (IAEEA) Test

* Students who participate in school band or orchestra have the lowest levels of current and lifelong use of alcohol, tobacco and illicit drugs among any group in our society.
~ H. Con. Res. 266, United States Senate, June 13, 2000

* High school music students have been shown to hold higher grade point averages (GPA) than non-musicians in the same school.
~ National Educational Longitudinal Study of 1988

* 78% of Americans feel learning a musical instrument helps students perform better in other subjects.
~ Gallup Poll, "American Attitudes Toward Music," 2003

* Music majors are the most likely group of college grads to be admitted to medical school.
~Lewis Thomas, Case for Music in the Schools, Phi Delta Kappa, 1994

* Nine out of ten adults and teenagers who play instruments agree that music making brings the family closer together.
~ Music Making and Our Schools, American Music Conference, 2000

* With music in schools, students connect to each other better-greater camaraderie, fewer fights, less racism and reduced use of hurtful sarcasm.
~ Eric Jensen, Arts With the Brain in Mind, 2001

* 71% of Americans surveyed by the Gallup Poll believe that teenagers who play an instrument are less likely to have disciplinary problems.
~ Gallup Poll, "American Attitudes Toward Music," 2003

* A study of 7,500 university students revealed that music majors scored the highest reading scores among all majors including English, biology, chemistry and math.
~ The Case for Music in the Schools, Phi Delta Kappa, 1994

* Students who were exposed to music-based lessons scored a full 100% higher on fractions tests than those who learned in the conventional manner.
~ Neurological Research, March 15, 1999

* The schools that produced the highest academic achievement in the United States today are spending 20% to 30% of the day on the arts, with special emphasis on music.
~ International Association for the Evaluation of Educational Achievement (IAEEA) Test, 1988

* Music enhances the process of learning. The systems they nourish, which include our integrated sensory, attention, cognitive, emotional and motor capacities, are shown to be the driving forces behind all other learning.
~ Konrad, R.R., Empathy, Arts and Social Studies, 2000

* Teaching through the arts motivates children and increases their aptitude for learning.
~ Eric Jensen, Arts With the Brain in Mind, 2001

* 95% of Americans in a 2003 Gallup Poll believe that music is a key component in a child's well-rounded education; three quarters of those surveyed feel that schools should mandate music education.
~ Gallup Poll, "American Attitudes Toward Music," 2003

* Martin Gardiner of Brown University tracked the criminal records of Rhode Island residents from birth through age 30, and he concluded the more a resident was involved in music, the lower the person's arrest record.
~ Music Linked to Reduced Criminality, MuSICA Research Notes, Winter 2000

* With music instruction in schools, teachers found that students were less aggressive.
~ Konrad, R.R., Empathy, Arts and Social Studies, 2000

* Students of lower socioeconomic status gain as much or more from arts instruction than those of higher socioeconomic status.
~ James Catterall et al., 1999

* Students of lower socioeconomic status who took music lessons in grades 8-12 increased their math scores significantly as compared to non-music students. But just as important, reading, history, geography and even social skills soared by 40%.
~ Gardiner, Fox, Jeffrey and Knowles, (Music Education Statistics and Facts – Continued)

* In 2003, 54% of American households reported having a least one musical instrument player, the highest figure since the study began in 1978.
~ Gallup Poll, "American Attitudes Toward Music," 2003

* The College Entrance Examination Board found that students in music appreciation scored 63 points higher on verbal and 44 points higher on math than students with no arts participation.
~ College-Bound Seniors National Report: Profile of SAT Program Test Takers. Princeton, NJ: The College Entrance Examination Board, 2001

* Music training helps under-achievers. Students lagging behind in scholastic performance caught up to their fellow students in reading and surpassed their classmates in math by 22% when given music instruction over seven months.
~ Nature, May 23, 1996

* College-age musicians are emotionally healthier than their non-musician counterparts for performance anxiety, emotional concerns and alcohol-related problems.
~ Houston Chronicle, January 11, 1998

* Children given piano lessons significantly improved in their spatial-temporal IQ scores (important for some types of mathematical reasoning) compared to children who received computer lessons, casual singing or no lessons.
~ Rauscher, F.H., et al., Music training causes long-term enhancement of preschool children's spatial temporal reasoning, 1997

* U.S. Department of Education data show that students who report consistently high levels of involvement in instrumental music during the middle- and high-school years show "significantly higher levels of mathematics proficiency by grade 12."
~ James Catterall, Richard Chapleau, and John Iwanaga, "Involvement in the Arts and Human Development," 1999

* Children who have received music instruction scored higher marks on tests of their spatial and arithmetic skills.
~ Rauscher, F.H., Shaw, G.L., Levine, L.J., Wright, E.L., Dennis, W.R., and Newcomb, R., Music training causes long-term enhancement of preschool children's spatial temporal reasoning, 1997

* The foremost technical designers and engineers in Silicon Valley are almost all practicing musicians.
~ Dee Dickinson, Music and the Mind, 1993

Based on these findings, promoting music eductation under high school students will positively impact their skills and abilities. Not promoting music education could mean withholding something from the students that they could benefit from for the rest of their lives.

 

The pianist filled up time needed for logistical changes with beautiful short improvisations...

The tour was a success, despite the lower than expected interest in British Columbia. The choir left Canada this afternoon. They enjoyed this past week in British Columbia, after arriving in snowy Calgary almost two weeks ago.

Yesterday I acted again as their tour-guide, first to Fort Langley and the actual Fort as the birthplace of British Columbia, explaining about the fur trade and first nations. Then I had arranged that we could have a worship service in St. George Anglican church in Fort Langley, commemorating Ascension Day.

Our organist, Jorrit Woudt, also student at the Theological University in Kampen (NL) lead the service and he preached as well.

After his message, Mirjam Feijer sang "Amazing grace" with much emotion and feeling from the back of the church.

The choir finished their tour in the historic Murrayville hall yesterday evening, where many memories of the past ten days were expressed in a fun and creative manner and the organizers, musical leaders, bus drivers and more people were thanked.

After 1.5 years of preparation, coordination and rehearsals, the Mayflower Tour 2010 was concluded.

The busses arrived at Queens Avenue United...

 Jorrit checks out the organ...

Jan Lenselink is tries out the piano ...

Mirjam sings "When peace like a river..."

Together with Jan...

André explains about the music

The concert...

TONIGHT LAST CONCERT IN THE FREE REFORMED CHURCH IN ABBOTSFORD!

The 100-member Mayflower choir gava a concert in Langley on Saturday night. We hosted them on Sunday and after the morning service they sang again, this time for the congregation.

TONIGHT, they will be singing in New Westminster at the Queens Avenue United church. Feike Asma played many concerts in this church in the 70s and 80s as well, and it is nice that the Dutch keep up the tradition.

TOMORROW, the last concert will be in the Abbotsford Free Reformed Church at Mt. Lehman Rd.

André van Vliet is the conductor, the soprano Mirjam Feijer sings beautifully (Sunday morning she sang the hymn "Peace like a river" which brought emotions to many...), The organ is played by Jorrit Woudt who also plays together with the pianist Jan Lenselink, who's piano accompaniment can't be described: you need to see it and hear it - Jan is a top musician!

Our personal friend, who loved Christ and in Him his church and the song of the church, rising up to God's throne, with who I shared the concern for a good instrument for the accompaniment of the congregational song, passed on to glory yesterday morning. We spend many hours together, especially in the last year. He now enjoys the glory of his Saviour and Lord - yet leaving an empty place here below.

Only yesterday I heard that one of his favorite songs was this one:

I sought the Lord, and afterward I knew
he moved my soul to seek him, seeking me;
it was not I that found, O Savior true;
no, I was found, was found of thee.
It was not I that found, O Savior true;
No, I was found, was found, of thee.

Thou didst reach forth thy hand and mine enfold;
I walked and sank not on the storm-vexed sea;
'Twas not so much that I on thee took hold,
as thou, dear Lord, took hold on me.
'Twas not so much that I on thee took hold,
as thou, dear Lord, took hold on me.

I find, I walk, I love; but, oh, the whole
of love is but my answer, Lord, to thee!
For thou wert long beforehand with my soul;
always, always thou lovedst me.
For thou wert long beforehand with my soul;
always, always thou lovedst me.

"I sought the LORD, and he answered me; he delivered me from all my fears" Psalm 34: 4. The song goes on, based on other Scripture passages: God loved us long before we knew it. We seek God, but already God is holding out a hand waiting for us to take hold of it and be rescued from the seas of life. That's what he did for Ray yesterday, He rescued him and now he has peace forever.

May God give his wife and children and all who miss him grace and strength.

Sometimes there are issues with church organists.

You hear about it when people say that organists are arrogant (e.g. don't want to listen to any feedback),
others believe that organists know-it-all (e.g. tell everyone what they do is good),
it has been said that organists lack sensitivity (e.g. when playing without feeling),
and the hardest one is that the organist is not musical (e.g. when playing not rhythmic).

Whether this is valid or not... what are organists ultimately?
They are servants. And as servants organists are great!

This is what Martin Luther King, Jr. said:

Everybody can be great...because anybody can serve.

You don't have to have college degree to serve.

You don't have to make your subject and verb agree to serve.

You only need a heart full of grace.

A soul generated by love. 

An organist with a heart full of grace and a soul generated by love... as long as organists have this, then all of the other "organist issues" will be resolved automatically!

My email box received three emails from the RCCO in the past few days, which I would like to pass on. There is support available for those who are (profesionally) studying organ...! I am guessing that the pool of applicants is relatively small

Maybe you don't qualify... yet organ lessons are (getting) too much for your budget, why not ask your church to help out?? Bring it up with your elder or pastor... I am sure they support the effort to provide the next generation with good organists on the organ bench...!

 

 

 

2010 Godfrey Hewitt Memorial Scholarship ($ 5,000.00)

 

Application forms for candidates for the 2010 Godfrey Hewitt Memorial Scholarship must be postmarked by April 30, 2010.  This annual scholarship of $ 5,000 is offered by the Ottawa Centre, RCCO, and is intended for a Canadian graduate student in organ, studying either inside or outside Canada, who intends to use his skills as an organ teacher in the future.  The past winners are

   

2005 - Craig Humber

2006 - Isabelle Demers

2007 - Matthew Unger

2008 - Ryan Jackson

2009 - Matthieu Latreille

 

Information and application forms are available at www.rcco-ottawa.ca  and further information may be obtained from Frances Macdonnell 613-726-7984.

1. To honour the contribution made to excellence in church music in Canada by Barrie Cabena, composer, teacher, performer.
2. To assist a deserving student(s) in the formal study of organ, church music, and/or composition at the post-secondary school level.

• Canadian citizen.
• Aged 30 years or less as of June 30, 2010.
• Member of the RCCO.
• Associate diploma of the RCCO or equivalent or superior qualifications.
• Graduate from a university, conservatory or college after June 2007.
• Intend to return to Canada for the purpose, though not necessarily the exclusive purpose, of performing on the organ.

Applications, to be considered complete, must be submitted by April 30, 2010, and include the following:

• A resumé.
• A specific plan of study listing the institution or individual that the applicant intends to study at/with.
• Three references. These references should attest to the candidate's ability, potential and financial need.
• A cassette or CD recording of the three required works listed below. The three works must all have been recorded between May 1, 2009 and April 30, 2010. Each work must be presented with no splicing or editing. The cassette must be accompanied by a written statement, signed by a witness, that the recording is the applicant's own work. The following three works are required: BACH: An Wasserflussen Babylon, BWV 653; REGER: Toccata and Fugue in d/D, Op. 59, Nos 5 & 6; one other piece chosen by the applicant.

Applications should be addressed to the RCCO National Office, 204 St George Street, Suite 202, Toronto, ON M5R 2N5, Tel: (416) 929 6400, Fax (416) 929 2265

An organ builder from South Dacota had some "humor" (as he called it) on his website.

If this would happen when you purchase a house, or a car, or a capital asset for your company... I don't even want to think about it...

I would not be surprised if this organ builder would have seen this happen in some churches... and it is so easy to prevent from happening...!

The new church organ, as envisioned by the organist...

The new organ, as envisioned by the council...

The new organ as they budgetted for...

The new organ they ended up with...

Finally desparation and frustration might lead to...

The church where we often had musical events as well as the opening assembly of our high school was the Joris Kerk in Amersfoort. The congregation that worships in that building explains for their guests what they experience attending a worship service (also in English, see below).

For our guests we may think that it is important to know the doctrine of our church, and that we are of Calvinistic background, but reading this... I was thinking how meaningful this could be for people that might not be familiar with a reformed worship service, and how they could participate much more if they knew this.

Yes, there are differences with our worship services... we don't have ministers in gowns, we don't have a silent prayer before the service, and we don't have 2 or 3 collections during a service. But you will find many points of recognition.

Maybe this would be something to adapt and adopt...?

Liturgy of the service on Sunday

The playing of the organ

While the people enter the church, music is played on the pipe organ. All seats are available to sit on; if in doubt please ask. The adults sit in front of the pulpit at the stage with their children. The smallest children are taken to a crèche (a nursery). You may want to ask someone for a Psalm book and a Bible you can use for our worship service. These are found at the entrance of the church.

The consistory enters

When the organ stops playing, a number of consistory members enter. After they are seated, one of them will warmly welcome us at the microphone, tell us the name of the minister preaching in the service and other announcements are made.

Singing

The first song listed on the top of the Psalm board (hanging on pillars) is now sung. Once we have sung, the minister, the man dressed in the black gown, is taken to the pulpit by a member of the consistory thereby signifying the authority given to the minister to speak and to wish the minister the blessing of God on part of the congregation.

Silent prayer

We now as congregation engage in a silent prayer of a few minutes to ask God for a blessing on our worship service.

Votum and greetings

The minister will once in the pulpit pronounce two texts. The first is called the votum or vow, which is a solemn declaration that we as congregation expect everything from God. The second text is the greeting. In these words spoken through the minister, God Himself greets us as congregation.

Singing

We express our thankfulness for worship by singing the second Psalm on the list.

Declaration of Gods Law or the Creed

In the morning service, the Ten Commandments are now read, so all of us may hear what God demands of us. Moreover, we learn how we can love God in our lives and to thank Him for His love to us by obeying His will. In the afternoon service, we read at this point, the Apostles Creed or another Creed of the Church, thereby reminding ourselves of the heart of the Christian faith.

Singing

Prayer for the Holy Spirit

In the morning service, the Ten Commandments are now read, so all a us We now pray that God through His Holy Spirit will be present in us and with us in our reading of the Bible, the listening to the sermon and by worshipping Him. The Prayer ends with a clear “Amen”. hear what God demands of us. Moreover, we learn how we can love God in our lives and to thank Him for His love to us by obeying His will. In the afternoon service, we read at this point, the Apostles Creed or another Creed of the Church, thereby reminding ourselves of the heart of the Christian faith.

Reading of Holy Scriptures

The minister now reads more verses from the Bible. After the reading, he will shortly announce which text from the Bible he will use in his sermon to explain God’s message to us.

Offerings

Before the sermon is delivered, we give our offerings. While the organist plays a prelude, the deacons will come to us to collect our offerings. There are generally two rounds, sometimes three, as announced at the beginning of the service. We bring thanks to God by supporting people in need, the local church, the youth projects or any cause we are called to support. Please note that there is no obligation for you to contribute.

Singing

The Sermon

In our Calvinist liturgy, the sermon is the most central part of our worship. The minister will by his choice of a text from the Bible explain to us God’s Word and His will for us. The aim of the preaching is to teach us and to strengthen us in our faith. We listen intently and may read along in the Bible and our Creeds. The minister will conclude the sermon with a clear “Amen”.

Singing

Prayer

The main intercessory prayer is now spoken by the minister and we as congregation join him in that. We thank God for His message delivered from the Bible. The minister may also pray for elements of the sermon in his prayer. The minister goes on to commemorate joyful events in our lives and to bring our communal gratitude before God. We also pray earnestly for the ill and the distressed, for church activities, for missions, and varied social matters. This prayer ends with a clear “Amen”.

Singing

The Benediction

After the final singing, the congregation rises and the minister bestows on behalf of God a blessing on us all. This blessing is the promise God gives us that He will be with us and help us.

The minister leaves the pulpit

A consistory member goes to the pulpit and by shaking the hand of the minister gives him approval on his sermon and thereby ends the liturgy. They leave our gathering.

End of the service

When the organ starts playing, we our leave our seats and may stay in the building or leave.

Sacraments

A few times in the year, special services with the sacraments are held. A brief explanation is given of these.

The sacrament of baptism

Before the sermon, the sacrament of baptism may be administered to infants born of members of the congregation. The sacrament follows a form the minister will read to us. This form has been established by the Church and contains the creeds on baptism we adhere to. One is that by the sacrament of baptism of infants, God gives the infant and its parents a token of His covenant. The response to this by the parents is their acknowledgement of their faith and their promise to raise the infant according to God�s will. The infant is then sprinkled with water in the name of God. After the sacrament, the infant is taken to the nursery.

The sacrament of Holy Communion

Following a preparatory sermon, the sacrament of Holy Communion commences with the form being read by the minister. After this, he will leave the pulpit and take place at the communion table and prepare the Communion. The minister then invites confession members of the Congregation to come what we also call the Lord’s Supper. A piece of bread and a sip of wine are taken. In these two symbols, we commemorate that Jesus Christ died for our sins. After singing of a Psalm and a silent prayer, more tables can be held. When all is finished, the minister ends the Sacrament with a reading of the form and a prayer

Some features of our worship

1. Bible: This book is the basis of the Christian faith. We believe that God speaks to us through the Bible and that the sermon by the minister is one of the central elements in our worship service. The version we use is the “Statenvertaling”, the classic version of 1637. You may use one of the Bibles found on the table near the entrance of the church. Some of these contain, next to the books of the Bible (Old Testament and New Testament), the Psalms we sing, the Creeds we adhere to and the forms used for the Sacraments. Sometimes these also found in separate publications. 
2. Consistory. The consistory or church council is responsible for the liturgy of the service. They are the elected male members of the congregation that carry out special tasks in our congregation. These tasks are called offices. The church council consists of a minister, elders, deacons and elder-custodians. More information can be gained from a booklet in the cupboard near the exit or by contacting us personally. 
3. Psalms. The Psalms we sing come from the Bible, have been put to rhyme and music. In our liturgy we use the classic version of 1773.

(This congregation is not a sister church of the CanRC)