Images for 2000 Years and The Memorial

I have always been dissatisfied with the people images suggested or provided for these two materials. They are fuzzy to print out; too much color background on some.... I made our 2000 Years timeline with the black and white printouts and have s-l-o-w-l-y been hand-coloring them over the course of the school year. s--l--o--w--l--y... it's so tedious.

We are ready for the Memorial - I got the rest of the materials ready to go, with one card copy/pasted wrong. Oops. I'll just hand-write the correction on orange paper and tape it on with packing tape for now. Let's wait to re-print the whole page of cards for that one little one (4 fit per page on this section), until I find any other typos ;)   But I didn't have the people ready - the ones provided don't even line up right!

And then I found this:

The images are JUST perfect! Most pages have nice little rows of people from a particular time period (labeled); not much text... I bought two - one to cut up for the timeline and Memorial... and one for the children to use in their personal research.

(and I have realized that I have many-many-many draft posts. Oops. That time thing ;) ).

The True Vine

I have always loved this material, seen in an atrium in Cleveland.

Can anyone make one like it? (BIG SMILE!?)

If you can do it, but it will be a while, please contact me - but it would be nice to have something sooner rather than later....

UPDATE: I can make this myself; if I could find miniature grapes for less than $25 for 12 tiny bunches. And I thought REAL grapes were expensive!

Community of Catechesis

I am so grateful for the true community of Catechesis that I am able to be a tiny part of.

Like its Montessori counterpart, the Catechesis is not a program, not a club, not a cult, not a "method" (it uses a variety of methods, such as method of signs, method of parables...), not a classroom.... it is an experience. It is an approach to life. But not just life - Life (capital L). Faith life, that nourishes every area of life in general.

Academic Montessori, without these particular components that fulfill the spiritual needs of the child, brings the child's (and the adult's) soul to a brink - an edge - a precipice - of something greater than itself. The Montessori approach is already so rich, so fulfilling - it opens up the soul, enriching it, fulfilling it... and when religious expression is integrated into the whole (as it should be), the child's soul is truly fulfilled.

Education as an aid to life. To LIFE.

Those children with a fully integrated approach through Montessori and Catechesis of the Good Shepherd are not faced with a precipice hovering over nothingness - but complete fulfillment.

Within the atrium, for children who are not typically in what would be called a Montessori environment during the rest of their week, there is an opportunity to have needs fulfilled. To know that one's soul will be heard even without speaking a word.


Those adults who recognize these qualities of Montessori and Catechesis of the Good Shepherd, recognize that there is a community - a community of the faithful. It is not "this atrium" against "that atrium", but a coming together of the entire community of the Faithful.

There is no competition of who is the best catechist or formation leader; whose atrium is better than another; whose children are learning more... When the adults set aside their worldly issues, we truly come together as a community - sharing what we have learned, assisting each other in our faith journeys and in our journeys as catechists, offering and accepting assistance to and from one another - and sharing with the greater community the joys present in an atrium experience for the children.

Sadly, there are those both within the CGS-trained community and outside of it who are not able to set aside their own prejudices (and wounds) to truly see what is happening in the atrium. Perhaps because of the way that CGS was first brought to them, they feel that the atrium is a bit "snobbish", or thinks itself better than other "programs." These are the same people who are not able to understand why we don't present the Scripture texts regarding the death of Jesus to 3-6 year olds, stating that we are presenting an incomplete picture of the Paschal Mystery, thus forgetting that most programs for 3-6 year olds focus on "I am special; you are special - God made me and everything in the whole world."

What we provide in the atrium meets the child's developmental needs which includes the development of their relationship with Jesus as the Good Shepherd. We do talk about His death, but it is not appropriate to get into the details with a 3 year old. At 6 and 7, we introduce particular texts and by age 8, they have generally read the full Scripture texts that cover the entire Way of the Cross from start to finish, including the steps that are left out of the devotional for the Way of the Cross.

We may not memorize the 10 Commandments during Sacramental Preparation, but when a child leaves the level 3 atrium (if he has had 2-3 FULL years in level 3), said child will know the full historical and theological context and significance of the 10 Commandments, how they relate to the maxims and the Greatest Commandment, how they fit within the life of the Church today, where to find the various "versions" within the Scriptures themselves (explicitly: twice in the Old Testament and once in the New; but implicitly in many other places) - AND be able to explain the significance of Moses BREAKING the 10 Commandments.
(what!? he broke them!? Yep. Every single one. God had to re-write them. So much for writing them in stone, huh? ;) )

Fulfilling the child's needs at the appropriate times, means that a child leaving a level 3 atrium (even leaving the level 1 or the level 2 atrium), will not be on the same page in another religious education class as a child who has never attended the atrium. It is SO hard for adults with deep wounds to understand and accept that it is they (adults) who may need to adapt to the needs of the child, rather than forcing the child (or the catechists who teach the younger grades) to adapt to the adult's expectations.



But I digress into two topics....

1) I am grateful for the communities in which I am currently involved, both face to face and online.

2) I continue to pray for those who are so wounded that they have caused harm to these current communities, to themselves and most of all to the children.

Epiphany: The Visit of the Magi - Matthew Chapter 2

Glorious Epiphany, when the Kingship of our Lord was first recognized by the Gentiles!


Let us explore this chapter, on an adult level and see what riches it reveals...





Scripture copied from http://www.usccb.org/bible/mt/2

First read, the whole thing in your own Bible - read it thoroughly first; then read it again, with each of the corresponding footnotes. My notes and thoughts are here in blue. What are your thoughts?

The style here would be a very preliminary introduction for adults and for older children. We would take turns reading the verses either one at a time or in paragraphs as the child/adult felt comfortable. Then we would review the narrative itself; define unfamiliar words; discuss questions that arise; and look for the message contained.

Within the atrium we would focus on the Visit of the Magi in level 1 (but not with the notes I provide here); build on it in level 2 (still not entirely with the notes I provide here) and at level 2 add the Flight into Egypt and why (the Innocents). At level 3, repeat all, and go more in-depth as the children's maturity and experience takes us.

The Visit of the Magi.^*1When Jesus was born in Bethlehem of Judea, in the days of King Herod,^* behold, magi from the east arrived in Jerusalem,

The use of the word "when" does not denote that it happened the same day, but it could. It would be best to go back to the original words used here before drawing any conclusions. 
2saying, “Where is the newborn king of the Jews? We saw his star^* at its rising and have come to do him homage.”^a

The children always recognize the prophecy (see footnotes). 

3When King Herod heard this, he was greatly troubled, and all Jerusalem with him.4Assembling all the chief priests and the scribes of the people, he inquired of them where the Messiah was to be born.^*5^b They said to him, “In Bethlehem of Judea, for thus it has been written through the prophet:

6‘And you, Bethlehem, land of Judah,

are by no means least among the rulers of Judah;

since from you shall come a ruler,

who is to shepherd my people Israel.’”

7Then Herod called the magi secretly and ascertained from them the time of the star’s appearance.

The fact he had to ascertain the time of the star's appearance, despite the use of the word "newborn" indicates that we need to go back to the original language used; and that some time has passed. Clearly the star appeared before the Magi left their own home; but did it appear at the Incarnation (Annunciation), or did it appear at his actual birth? If "newborn" still fits based on the original language, is it possible that the term means something different in that culture than it does today? Perhaps newborn means any child under age 3 (i.e. still nursing, since at that time most children nursed until age 3)... that is my conjecture. I would love to study the original language here. 8He sent them to Bethlehem and said, “Go and search diligently for the child. When you have found him, bring me word, that I too may go and do him homage.”

The children all say, "Liar! Scoundrel!"9After their audience with the king they set out. And behold, the star that they had seen at its rising preceded them, until it came and stopped over the place where the child was.

A newborn; now a child. How long were the Magi in Jerusalem? 

Or: what are the original terms used here? 10They were overjoyed at seeing the star,

Could the star not be seen in Jerusalem? What could this mean? 11^* c and on entering the house they saw the child with Mary his mother. They prostrated themselves and did him homage. Then they opened their treasures and offered him gifts of gold, frankincense, and myrrh.

The house. The child. With Mary. But Joseph would not have left the stable the night Jesus was born - there were visitors! The shepherds! Would he have left Mary to fend for herself? Miraculous birth or not, she'd just ridden a donkey how many days, arrived late at night and now was nursing a newborn baby? 

It would seem that some time has passed; they have been moved to a home. Jewish culture suggests that the next day, when the baby was born, and people found out about the baby, some room would have been found. Remembered, they arrived late at night - no room at the time, but perhaps now with people awake, and perhaps some people had put in their information to the census and left already.... just my own thoughts. 

Another thought - if we want to consider the Circumcision, the Purification of Mary, the Presentation in the Temple. Perhaps they stayed in Bethlehem intentionally long enough to take care of these things. Hence, there would have been at least 40 days, and potentially more. 12And having been warned in a dream not to return to Herod, they departed for their country by another way.

The Flight to Egypt.13^* When they had departed, behold, the angel of the Lord appeared to Joseph in a dream and said, “Rise, take the child and his mother, flee to Egypt,^* and stay there until I tell you. Herod is going to search for the child to destroy him.”

Again the word "when" - if it means immediately, then perhaps Joseph came in while they Magi were still there; maybe he was in a back room and they just didn't "see" him. Perhaps he was working. In any case, it would seem that at least a few hours actually passed before he had his dream. 
14Joseph rose and took the child and his mother by night and departed for Egypt.15^* He stayed there until the death of Herod, that what the Lord had said through the prophet^d might be fulfilled, “Out of Egypt I called my son.”

The Massacre of the Infants.16When Herod realized that he had been deceived by the magi, he became furious. He ordered the massacre of all the boys in Bethlehem and its vicinity two years old and under, in accordance with the time he had ascertained from the magi.

We can see that this passage very likely occurred before verse 15. We could really start this verse, "In the meantime..."

Some people suggest it was mental illness and vengeance that caused him to choose "2 years old and under" - and I don't deny those issues! But consider the next words: "in accordance with the time had had ascertained from the magi." Jesus was definitely under 2 years old, probably not quite close to to 2 years old for Herod to "round up" like that. 

Is it possible Joseph found work in Bethlehem and they stayed on a few months? Could Jesus have been closer to a year old? 

After reading through the infancy narratives in Luke as well, another thought: Could they have intentionally been looking to move to Bethlehem? Joseph was of the house of David; Mary was originally from Nazareth; but Joseph actual domicile at the time is not listed. If they were looking to move there, it would explain "house" and "child" and "two years old and under."17Then was fulfilled what had been said through Jeremiah the prophet:

18^* e “A voice was heard in Ramah,

sobbing and loud lamentation;

Rachel weeping for her children,

and she would not be consoled,

since they were no more.”

The Return from Egypt.19When Herod had died, behold, the angel of the Lord appeared in a dream to Joseph in Egypt20and said,^f “Rise, take the child and his mother and go to the land of Israel, for those who sought the child’s life are dead.”^*21He rose, took the child and his mother, and went to the land of Israel.22But when he heard that Archelaus was ruling over Judea in place of his father Herod,^* he was afraid to go back there. And because he had been warned in a dream, he departed for the region of Galilee.23^* g He went and dwelt in a town called Nazareth, so that what had been spoken through the prophets might be fulfilled, “He shall be called a Nazorean.”

Mary's home-town. The question, "What good comes from Nazareth?" becomes a proclamation: "What Good comes from Nazareth!"

* [2:1–12] The future rejection of Jesus by Israel and his acceptance by the Gentiles are retrojected into this scene of the narrative.

* [2:1] In the days of King Herod: Herod reigned from 37 to 4 B.C. Magi: originally a designation of the Persian priestly caste, the word became used of those who were regarded as having more than human knowledge. Matthew’s magi are astrologers.

* [2:2] We saw his star: it was a common ancient belief that a new star appeared at the time of a ruler’s birth. Matthew also draws upon the Old Testament story of Balaam, who had prophesied that “A star shall advance from Jacob” (Nm 24:17), though there the star means not an astral phenomenon but the king himself.

* [2:4] Herod’s consultation with the chief priests and scribes has some similarity to a Jewish legend about the child Moses in which the “sacred scribes” warn Pharaoh about the imminent birth of one who will deliver Israel from Egypt and the king makes plans to destroy him.

* [2:11] Cf. Ps 72:10, 15; Is 60:6. These Old Testament texts led to the interpretation of the magi as kings.

* [2:13–23] Biblical and nonbiblical traditions about Moses are here applied to the child Jesus, though the dominant Old Testament type is not Moses but Israel (Mt 2:15).

* [2:13] Flee to Egypt: Egypt was a traditional place of refuge for those fleeing from danger in Palestine (see 1 Kgs 11:40; Jer 26:21), but the main reason why the child is to be taken to Egypt is that he may relive the Exodus experience of Israel.

* [2:15] The fulfillment citation is taken from Hos 11:1. Israel, God’s son, was called out of Egypt at the time of the Exodus; Jesus, the Son of God, will similarly be called out of that land in a new exodus. The father-son relationship between God and the nation is set in a higher key. Here the son is not a group adopted as “son of God,” but the child who, as conceived by the holy Spirit, stands in unique relation to God. He is son of David and of Abraham, of Mary and of Joseph, but, above all, of God.

* [2:18] Jer 31:15 portrays Rachel, wife of the patriarch Jacob, weeping for her children taken into exile at the time of the Assyrian invasion of the northern kingdom (722–21 B.C.). Bethlehem was traditionally identified with Ephrath, the place near which Rachel was buried (see Gn 35:19; 48:7), and the mourning of Rachel is here applied to her lost children of a later age. Ramah: about six miles north of Jerusalem. The lamentation of Rachel is so great as to be heard at a far distance.

* [2:20] For those who sought the child’s life are dead: Moses, who had fled from Egypt because the Pharaoh sought to kill him (see Ex 2:15), was told to return there, “for all the men who sought your life are dead” (Ex 4:19).

* [2:22] With the agreement of the emperor Augustus, Archelaus received half of his father’s kingdom, including Judea, after Herod’s death. He had the title “ethnarch” (i.e., “ruler of a nation”) and reigned from 4 B.C. to A.D. 6.

* [2:23] Nazareth…he shall be called a Nazorean: the tradition of Jesus’ residence in Nazareth was firmly established, and Matthew sees it as being in accordance with the foreannounced plan of God. The town of Nazareth is not mentioned in the Old Testament, and no such prophecy can be found there. The vague expression “through the prophets” may be due to Matthew’s seeing a connection between Nazareth and certain texts in which there are words with a remote similarity to the name of that town. Some such Old Testament texts are Is 11:1 where the Davidic king of the future is called “a bud” (nēser) that shall blossom from the roots of Jesse, and Jgs 13:5, 7where Samson, the future deliverer of Israel from the Philistines, is called one who shall be consecrated (a nāzîr) to God.

a. [2:2] Nm 24:17.

b. [2:5–6] Mi 5:1 / 2 Sm 5:2.

c. [2:11] Ps 72:10–11, 15; Is 60:6.

d. [2:15] Hos 11:1.

e. [2:18] Jer 31:15.

f. [2:20] Ex 4:19.

g. [2:23] 13:54; Mk 1:9; Lk 2:39; 4:34; Jn 19:19.

Exploration of the Mass during Advent

During Advent, we also explored dimensions of the Mass. Why that combination? At first, I couldn't pinpoint it as I was just doing what naturally seemed to flow with the children, but here are a few reasons I came up with after the fact: 

• Indeed it was a natural flow of the children. After spending the first few weeks acclimating to the atrium and working SO heavily with the history of the Kingdom of God (Fettuccina, Fetuccia, History of the Gifts, Plan of God, Blue Unity....) - the children just needed something more tangible. 
• In the meantime, in both atriums, I was finding more and more opportunities to explore what it means to prepare for the coming of Jesus NOW. Yes, the memorial of the first Christmas and how we enter back into that moment in time; but how we are truly preparing for the second Coming. 
• My level 2 children (some with no level 1 experience) in the combined atrium had a fascination with the City of Jerusalem and I didn't want to keep holding them off from working with it. So we did it - during Advent instead of Lent ;) Then we went back to the Last Supper and with some of them extended it out into the Origins of the Eucharist. The end of the booklet revealed to me why we were doing these things during Advent: the final words are "Come Lord Jesus". 
• We could then sing that song "Come Lord Jesus" using the various names given to us by the prophets. And we could invite one another to explore the various names and titles for Jesus and begin compilation of a list of these names. The only-level-3 atrium has several takers on this challenge! 



Propers of the Mass - introduction
Some of the children re-created this chart
 on their own paper, so the tiles are messy
White indicates a "proper" - prayers that
change according to the day/season.
The colored tiles represent all unchanging prayers.

Thus the work of the level 3 children followed: 

• In the just-level-3 atrium, I had a group of children who enjoyed getting out the Mass articles; reading the booklet that corresponds with the articles. These were 5th/6th graders who knew their younger brothers and sisters had been doing something with this material for the last 4 years, but they had not seen this material since their own sacramental preparation time. Now, we do not have a model altar in level 3 - we do have some of the articles and a booklet that describes these articles at an older child level - specifically for these older children. Unfortunately, it was quickly disintegrating into "let's play Mass" - a BIG no-no! And some of these children are altar servers!!!
• So their work became more directed - they were given the materials and the booklet for the Origins of the Eucharist (going from the Last Supper to today's Mass). 
• I then provided them with the Structure of the Mass - a chart with all colored tiles, colors coordinating to the 4 parts of the Mass, labels for the two main divisions of the Mass (Liturgy of the Word; Liturgy of the Eucharst --- Eucharist than has "Preparation of the Gifts", "Eucharistic Prayer", and "Communion.").
• Within the just-level-3 atrium, the children also extended their work into the Propers of the Mass. We have just begun, so they have only yet worked with the large chart and tiles; most of the children also re-created the chart on their own papers. This will later extend into work with card material that defines each proper; an exploration of specific propers and their prayer choices; and finally into the "Colored Base" or "Second Missal" - a work with cards and charts that looks at every single prayer of the Mass in relative detail. I am anxious to start this work, but I don't have all the materials ready! Translation changes.... (I attend the TLM so didn't experience any translation changes, thus this work is a bit more tedious for me ;) ). 

And the level 2 children? 

They have plenty of time to explore the infancy narratives when we come back in January - we start early in the month which is fantastic! And I really feel that their needs have been met. 

During all of this time, we have also explored the Liturgical Calendar, celebrated Communal Prayer, explored the gestures of the Mass, worked with the Books of the Bible, continued to explore the typology of Creation and so much more. 

These children continue to reveal so much to me and I wish I could put more of it into words. 

For those of you parents following along: 

All atriums: Our first class in January, regardless of the date, will be an Advent/Christmas/Epiphany celebration - we will read through the prophecies one more time, share the currently discovered names of Jesus, meditate on key moments of the infancy narratives and share a King's Cake. 

Combined 2/3: the level 3 children in the combined atrium will be exploring the typology of Creation in January. We will likely follow that up with typology of Sin in February. Throughout, we will also review what they already know about the Mass. 

Combined 2/3: the level 2 children will have time to spend with the infancy narratives; some of the children will also receive the Flight into Egypt (the other narratives are the same as level 1 with different meditative points). We will look at the Kingdom of God towards the end of the month. As the children are ready and wanting, we will also look at dimensions of the Mass. 

Just-level-3: In January, we will continue work on the Mass, look at those Kingdom parables again, and I hope to start the Typology of Sin with very small groups, overlapping into February with this work. 

Prophets of the Lord

In the weeks leading up to Christmas break, the level 3 children began work on the prophet studies.

In level 1, we focus on 5 particular Messianic prophecies - prophecies pointing to the first coming of the Messiah.

• The People who walked in darkness... 
• And you Bethlehem of Ephrathah...
• The Lord shall give you a sign! A maiden...
• For a Child was given us, a Son born to us; upon His shoulders...
• A Star shall come forth out....

(we include the Scripture passages when we read aloud from the Scripture, to emphasize where each of the passages is found - I invite you to find these passages (all within the prophets) and to find the end of each passage we actually use ;) )

Each of these prophecies reveal something particular about the coming Messiah - not just the Messiah who was born in the stable, died on the cross and rose from the tomb; but the Messiah who is coming again, for whom we daily prepare but most particularly prepare during the weeks leading up to the celebration of Christmas. 

In level 2, these prophecies are reviewed again, going deeper. Emphasizing to the children that every time we come back to God's Word there is something more for us if only we will keep our eyes and hearts open. Thus, in level 2, we discuss some of the actual Old Testament history - just a bit. 

And we add a few more specific prophecies: 

• A shoot shall spring from the stump of Jesse....
• Then the wolf shall be the guest of the lamb...
• A voice cries out: "In the wilderness, prepare the way of the Lord!"...

And we expand the Star and Sceptre to include "I see Him, though not now; I behold Him, though not near...."

For the most part, the meditation on these prophecies flows with the particular group of children - what are their insights? What words stand out for you? What do these words mean? Share any intellectual knowledge I have about a word, a phrase, a point in history that is pertinent to the discussion. Hold back any insights that the children are not pointing to yet - there is time in the future to come back to these prophecies again and again. 

Level 3 continues the same prophecies and adds a study on what used to be several prophets and now focuses mostly on Isaiah. The children aren't going for it - and want to study more!

This year, in the level 2 & 3 atrium, I gathered all the children to meditate upon the first set of 5 - for many it was review, and a couple of children sat back as if to say, "I've got this, so I'll just sit quietly and let the conversation flow for the younger children." They sat up a bit straighter when I started mentioning things they didn't know yet ;) Who was Jesse? how does he fit in? But I thought Jesus would be a descendant of Jacob? Who are all these people? How do they connect? Frankly, the 6-7 year olds really weren't there for that part of it, but they were meditating on the words in their hearts (if their faces revealed anything!) during parts of the conversation they didn't connect with. 

We read the words several times during our meditation. 

The beauty of these prophecies, is that I honestly don't remember all that was discussed, all that was explored, all that was discovered - but the children do - it is in their hearts - what stood out for them in that moment is now stored within their hearts - a seed that will sprout later, or nourishment for an already growing seed. What stands out for me are the revelations made in my own heart. 

Thus allowing that ebb and flow of private meditation with outward reflection as the conversation continued to cycle through the younger and the older children was very beautiful to experience in the atrium. 

What stood out for me from the children's responses? In one of my atriums (the specifically level 3), the children revealed that the real desert in one's own heart. Sometimes we really do need to go somewhere barren in order to discover the truth of God, but many times that desert is within ourselves; as well as among people who have not yet found God's love and mercy. 

I did very specifically point out to the children that it is NOT "The voice cries in the desert, "Prepare the way of the Lord!" but instead: "The voice cries, "In the desert, prepare the way of the Lord!" Hm. A BIG difference! Too bad our lectors don't quite get that nuance all the time ;)
(update: it seems that some of the New Testament translations of this Old Testament passage have the punctuation marked in the wrong place - not the fault of the lectors - the fault of the translators... how sad :( )

A continual reminder in the atrium - WHO is a prophet? A prophet is someone who truly hears the word of God (in some cases eats it!) and then shares that Word with the world. Perhaps a particular individual, perhaps a particular group, but always the message contains Truth that is for everyone - all peoples of all times.

A listening ear - and a listening heart.

Eventually I did dismiss the youngest ones, inviting each of them to take a prophecy card of choice for tracing with the calligraphy markers and/or pens. This was fantastic for getting the older children to show the youngers (when the olders became available). (the rest of this description is for both the oldest in the level 2/3 and all of the children in the level 3) I kept the 3rd through 6th graders for further meditation; going a bit more into the history of the Israel. We've not yet pulled out this timeline, but I felt some more facts of the history were in order. So we walked through some of that history in broad overview - giving light to how these prophets connect to each other and to whom they were speaking. 

How do these prophecies truly apply to our lives today? 

How do they guide us today? 

How do they help us understand the Parousia? 

What more prophecies could there be? Isn't this enough? It is... and it isn't. 

Afterwards, the 4th-6th graders in each atrium were invited (can I say "required"?) to explore the Prophet Studies binder. This is a material with some recent updates, thus my set of prophet booklets for the just-level-3 is different from the set of prophet booklets in the combined 2/3 atrium. The booklets have been minimized in content to really focus on the most key points. However, I am personally disappointed to find that the focus is almost entirely on Isaiah only. Despite their being 18 prophecy books... Hm. 

But I was pleasantly surprised to discover that the materials in the combined atrium had not yet been updated. So I took some photos of the Scripture chart (seen below in one of the photos), as well as the question cards. I re-created these materials for the just-level-3 atrium, but left the booklets alone. 

Scripture chart shown here
level 2 child tracing in calligraphy
level 3 children doing a prophet study

I then have the children in the just-level-3 atrium read the introduction booklet. Then select a green card with questions. Read the booklet that it tells them to read; but then, in order to answer the remaining questions, also pull out that Scripture chart in order to find the remaining answers directly in the Bible. 

This works fine in the level 2/3 atrium - these children are mostly homeschooled or unschooled; the ones who do attend school are very responsible as well - so this atrium, despite several new-to-the-atrium children has readily adjusted to the freedom of movement within the atrium. 

In my only-level-3 atrium, my other catechist usually sits with these children while they are working to help keep them on task and support them as they make their work choices. My 5th and 6th graders are all-new to the atrium (having an excellent but only part-time atrium experience for sacramental preparation in 1st or 2nd grade) and they attend a traditional school - so they are still exploring what this atrium environment is all about. The 4th graders have been in the atrium since Kindergarten, so they're old pros at it ;) 

The level 3 prophet study looks at the calling, the vocation, the struggles and the messages of the prophets. My hope is that the set-up we now have, requiring the use of the Bible, will pull the children into the lives and messages of the prophets, encouraging them to read and discover more than the "work-required" portions. This introductory work really has the possibility of opening wide many doors into Biblical exegesis.

Not Quite Christmas

It is not quite Christmas and I have a hard time believing it.

Advent slipped away. Amidst what? Not the shopping (I've bought groceries once this past month and all gifts this year are home-made or already purchased); not the parties (we really minimize those - just one thus far - all others will be during the Christmas season); not the decorating (we decorate on Christmas eve).

Amidst the vitriolic words directly towards others, including myself. Amidst reading and hearing about the evil attitudes of people in the stores. Amidst the job losses. Amidst hearing stories of consumerism. Amidst the stories of mental illness and the sufferings of families.


It doesn't feel like Christmas. Perhaps this was what the first Christmas felt like: a world in need of a Savior.

A world filled with bitterness. Filled with accusations against another's morality. A world filled with lack of understanding; lack of trying to understand. A world devoid of peace and goodwill towards one's neighbor.

And today these things coming from Christians.

If that is how non-Christians see Christians, no wonder they would rather stay away. Far away. I don't blame them.

No wonder they laugh at us for saying "Jesus is the reason for the season" as they put up signs saying, "Use reason for the season!" implying that Jesus could not be what we claim Him to be.

Because we can't even get His teachings right - His teaching on morality and accusing one's neighbor and planks and splinters. Therefore, how could we possibly get right an understanding of His birth? And death? and resurrection?

Something to ponder next time one is tempted to call into question a stranger's 'Christianity'. Are we judging splinters through our planks?


So yes. Perhaps it does feel like Christmas. That first Christmas. A world filled with disbelief. And vitriolic hatred - because that is what it is when Christians behave with such malice, with such worldly consumerism. The world was full of it that first Christmas. Then, just a few months after that first Christmas, innocent children were slaughtered in the name of murdering a newborn King - by a man with a mental illness.

Sound familiar yet?


The truly faithful were begging for Him to come then; the truly faithful are begging now. Search your heart - are you begging for Him to come now? Or are you hoping for another day, another year, another lifetime?

Perhaps it is time to prepare for the coming of Jesus into our own hearts. Our own stony, cold hearts. That is what Advent was supposed to be about. Is supposed to be about. Preparation for His coming - not the first time; but the second time - the Parousia. When God will be all in all.

Prepare our hearts to receive Him - all of Him, in all of us.

It begins NOW.

It is not quite Christmas - there is not peace in our hearts. But doesn't that mean it IS quite Christmas?


It is not quite Christmas. Christ is not quite present.

Can we make it happen? Can we be ready for Him?

Only then, can it truly be Christmas. As He intended it.

It begins NOW.