Religious Education for Children


Welcome to this introduction to our approach to religious education for children. We'd be glad to talk to you in person, if you would like to learn more; contact our office and someone will get back to you.

"First Day School"

We offer our version of Sunday School—age-appropriate learning and activities—for kids aged 4–12 on the first and third Sundays of the month.

We aim to support young Quakers in living a spiritual life, while their parents attend worship to enrich their own lives. The experience differs by age group. Parents are welcome to attend with their child but are not expected to.

The phrase "First Day School" (Sunday being the first day of the week) is a traditional holdover from from the earlier days of the Quaker movement.


Who. First Day School is led by adult teachers, both parents and non-parents. Each year, we choose a theme for the curriculum.

What. We alternate between a focus on Quakerism and ways of listening. We want our kids to know the religious tradition they are growing up in, but we know that every person finds their own path to spiritual awakening and fulfillment. So we also teach them to look inward to find their own inner Guide.

Worship. After the lesson portion of the hour, the classes come together, sing a song, and then join the meeting for worship for the last 10 or 15 minutes.


We also try to model the Quaker way in how we teach, and we emphasize principles for right living that have been reaffirmed in the Quaker movement for centuries. We call these our "testimonies." These include:

  • peace and nonviolence,
  • honesty and integrity,
  • social equality and justice,
  • care for the earth,
  • the importance of community, and
  • Jesus’ injunction to love each other as something we do, not just feel, even when we may not feel like it.

Click this link to learn more about "Quaker Values" in a Quaker magazine article.

Child Safety

The safety of our children is our highest priority. Click the link to download our Child Safety Policy.

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