One Big Girl

She lies there in my arms, looking up at me, her fat little hand holding my chin, eyes searching mine with a look between contentment and delight.
I breathe in.
How can this baby– this baby who isn’t really a baby anymore, be two already?
So many events race through my mind like a filmstrip come unreeled…. pregnant belly, sushi cravings, arguments over who did the dishes last, first kicks…… hands squeezed tight at the signs of first contractions, the serene agony of labor, the bliss of nursing her for the first time.
It all flashes through me as I hold her, wondering where time goes.
I see the look of horror that must have crossed my face when the nurses announced that I couldn’t bring her home. Long nights sitting alone in various hospital waiting rooms. Elation when we proudly wrapped her up in her car seat and heard the gratifying “click” that we knew meant we were on our way home.
I see first crawls, and first steps, and loooooong nights spent rocking her as she teethed or dealt with fevers from her illness....

Come and read the rest of this post on my Traces of Heaven blog at catholicdaily.com!

Freaky Fridays- The Beatles, exposed.

Thank you, God, for two years with our Snoodle!

Well, it's the snoodle's second birthday today!
We are so thankful she has made it here!!

Here are some pictures from the last two years. I get weepy just thinking about it.

We love you, Snoodle!

Large and in charge... aint no rest for this preggo. :D

a born bean.

The family gets to meet her... but alas, not take her home. :(

The day they finally let me take her home. Happy Mamma.

Babywearing is always the best solution for sick babies.

Getting to know everybody!

Rite of Initiation into the Christian Family. Grace upon grace for this child.

More Boils... More pain.

Getting used to the new normal.

Our home away from home.

Best Icky Face Maker ever

First birthday...

Making sure it's still there.

Total G.R.I.T

With her BFF.

I wanna do school too!!

Alpine cherry and waffle eating adventure. :)

Backpacking through Europe with mommy...

We're in Marseille... how can we NOT be elated??

Little French Bean.

Happy birthday, little Snoodle! We love you!!!

All I want to say today....

Is that He loves us..... Oh, how He loves us!
And if you don't know it now... you will.

Theology Thursdays- Declaration on Christian Education

DECLARATION ON CHRISTIAN EDUCATION
GRAVISSIMUM EDUCATIONIS
PROCLAIMED BY HIS HOLINESS POPE PAUL VI ON OCTOBER 28, 1965

INTRODUCTION

The Sacred Ecumenical Council has considered with care how extremely important education is in the life of man and how its influence ever grows in the social progress of this age.(1)

Indeed, the circumstances of our time have made it easier and at once more urgent to educate young people and, what is more, to continue the education of adults. Men are more aware of their own dignity and position; more and more they want to take an active part in social and especially in economic and political life.(2) Enjoying more leisure, as they sometimes do, men find that the remarkable development of technology and scientific investigation and the new means of communication offer them an opportunity of attaining more easily their cultural and spiritual inheritance and of fulfilling one another in the closer ties between groups and even between peoples.

Consequently, attempts are being made everywhere to promote more education. The rights of men to an education, particularly the primary rights of children and parents, are being proclaimed and recognized in public documents.(3) As the number of pupils rapidly increases, schools are multiplied and expanded far and wide and other educational institutions are established. New experiments are conducted in methods of education and teaching. Mighty attempts are being made to obtain education for all, even though vast numbers of children and young people are still deprived of even rudimentary training and so many others lack a suitable education in which truth and love are developed together.

To fulfill the mandate she has received from her divine founder of proclaiming the mystery of salvation to all men and of restoring all things in Christ, Holy Mother the Church must be concerned with the whole of man's life, even the secular part of it insofar as it has a bearing on his heavenly calling.(4) Therefore she has a role in the progress and development of education. Hence this sacred synod declares certain fundamental principles of Christian education especially in schools. These principles will have to be developed at greater length by a special post-conciliar commission and applied by episcopal conferences to varying local situations.

1. The Meaning of the Universal Right to an Education

All men of every race, condition and age, since they enjoy the dignity of a human being, have an inalienable right to an education (5) that is in keeping with their ultimate goal,(6) their ability, their sex, and the culture and tradition of their country, and also in harmony with their fraternal association with other peoples in the fostering of true unity and peace on earth. For a true education aims at the formation of the human person in the pursuit of his ultimate end and of the good of the societies of which, as man, he is a member, and in whose obligations, as an adult, he will share.

Therefore children and young people must be helped, with the aid of the latest advances in psychology and the arts and science of teaching, to develop harmoniously their physical, moral and intellectual endowments so that they may gradually acquire a mature sense of responsibility in striving endlessly to form their own lives properly and in pursuing true freedom as they surmount the vicissitudes of life with courage and constancy. Let them be given also, as they advance in years, a positive and prudent sexual education. Moreover they should be so trained to take their part in social life that properly instructed in the necessary and opportune skills they can become actively involved in various community organizations, open to discourse with others and willing to do their best to promote the common good.

This sacred synod likewise declares that children and young people have a right to be motivated to appraise moral values with a right conscience, to embrace them with a personal adherence, together with a deeper knowledge and love of God. Consequently it earnestly entreats all those who hold a position of public authority or who are in charge of education to see to it that youth is never deprived of this sacred right. It further exhorts the sons of the Church to give their attention with generosity to the entire field of education, having especially in mind the need of extending very soon the benefits of a suitable education and training to everyone in all parts of the world.(7)

2. Christian Education

Since all Christians have become by rebirth of water and the Holy Spirit a new creature(8) so that they should be called and should be children of God, they have a right to a Christian education. A Christian education does not merely strive for the maturing of a human person as just now described, but has as its principal purpose this goal: that the baptized, while they are gradually introduced the knowledge of the mystery of salvation, become ever more aware of the gift of Faith they have received, and that they learn in addition how to worship God the Father in spirit and truth (cf. John 4:23) especially in liturgical action, and be conformed in their personal lives according to the new man created in justice and holiness of truth (Eph. 4:22-24); also that they develop into perfect manhood, to the mature measure of the fullness of Christ (cf. Eph. 4:13) and strive for the growth of the Mystical Body; moreover, that aware of their calling, they learn not only how to bear witness to the hope that is in them (cf. Peter 3:15) but also how to help in the Christian formation of the world that takes place when natural powers viewed in the full consideration of man redeemed by Christ contribute to the good of the whole society.(9) Wherefore this sacred synod recalls to pastors of souls their most serious obligation to see to it that all the faithful, but especially the youth who are the hope of the Church, enjoy this Christian education.(10)

3. The Authors of Education

Since parents have given children their life, they are bound by the most serious obligation to educate their offspring and therefore must be recognized as the primary and principal educators.(11) This role in education is so important that only with difficulty can it be supplied where it is lacking. Parents are the ones who must create a family atmosphere animated by love and respect for God and man, in which the well-rounded personal and social education of children is fostered. Hence the family is the first school of the social virtues that every society needs. It is particularly in the Christian family, enriched by the grace and office of the sacrament of matrimony, that children should be taught from their early years to have a knowledge of God according to the faith received in Baptism, to worship Him, and to love their neighbor. Here, too, they find their first experience of a wholesome human society and of the Church. Finally, it is through the family that they are gradually led to a companionship with their fellowmen and with the people of God. Let parents, then, recognize the inestimable importance a truly Christian family has for the life and progress of God's own people.(12)

The family which has the primary duty of imparting education needs help of the whole community. In addition, therefore, to the rights of parents and others to whom the parents entrust a share in the work of education, certain rights and duties belong indeed to civil society, whose role is to direct what is required for the common temporal good. Its function is to promote the education of youth in many ways, namely: to protect the duties and rights of parents and others who share in education and to give them aid; according to the principle of subsidiarity, when the endeavors of parents and other societies are lacking, to carry out the work of education in accordance with the wishes of the parents; and, moreover, as the common good demands, to build schools and institutions.(13)

Finally, in a special way, the duty of educating belongs to the Church, not merely because she must be recognized as a human society capable of educating, but especially because she has the responsibility of announcing the way of salvation to all men, of communicating the life of Christ to those who believe, and, in her unfailing solicitude, of assisting men to be able to come to the fullness of this life.(14) The Church is bound as a mother to give to these children of hers an education by which their whole life can be imbued with the spirit of Christ and at the same time do all she can to promote for all peoples the complete perfection of the human person, the good of earthly society and the building of a world that is more human.(15)

4. Various Aids to Christian Education

In fulfilling its educational role, the Church, eager to employ all suitable aids, is concerned especially about those which are her very own. Foremost among these is catechetical instruction,(16) which enlightens and strengthens the faith, nourishes life according to the spirit of Christ, leads to intelligent and active participation in the liturgical mystery(17) and gives motivation for apostolic activity. The Church esteems highly and seeks to penetrate and ennoble with her own spirit also other aids which belong to the general heritage of man and which are of great influence in forming souls and molding men, such as the media of communication,(18) various groups for mental and physical development, youth associations, and, in particular, schools.

5. The Importance of Schools

Among all educational instruments the school has a special importance.(19) It is designed not only to develop with special care the intellectual faculties but also to form the ability to judge rightly, to hand on the cultural legacy of previous generations, to foster a sense of values, to prepare for professional life. Between pupils of different talents and backgrounds it promotes friendly relations and fosters a spirit of mutual understanding; and it establishes as it were a center whose work and progress must be shared together by families, teachers, associations of various types that foster cultural, civic, and religious life, as well as by civil society and the entire human community.

Beautiful indeed and of great importance is the vocation of all those who aid parents in fulfilling their duties and who, as representatives of the human community, undertake the task of education in schools. This vocation demands special qualities of mind and heart, very careful preparation, and continuing readiness to renew and to adapt.

6. The Duties and Rights of Parents

Parents who have the primary and inalienable right and duty to educate their children must enjoy true liberty in their choice of schools. Consequently, the public power, which has the obligation to protect and defend the rights of citizens, must see to it, in its concern for distributive justice, that public subsidies are paid out in such a way that parents are truly free to choose according to their conscience the schools they want for their children.(20)

In addition it is the task of the state to see to it that all citizens are able to come to a suitable share in culture and are properly prepared to exercise their civic duties and rights. Therefore the state must protect the right of children to an adequate school education, check on the ability of teachers and the excellence of their training, look after the health of the pupils and in general, promote the whole school project. But it must always keep in mind the principle of subsidiarity so that there is no kind of school monopoly, for this is opposed to the native rights of the human person, to the development and spread of culture, to the peaceful association of citizens and to the pluralism that exists today in ever so many societies.(21)

Therefore this sacred synod exhorts the faithful to assist to their utmost in finding suitable methods of education and programs of study and in forming teachers who can give youth a true education. Through the associations of parents in particular they should further with their assistance all the work of the school but especially the moral education it must impart.(22)

7. Moral and Religious Education in all Schools

Feeling very keenly the weighty responsibility of diligently caring for the moral and religious education of all her children, the Church must be present with her own special affection and help for the great number who are being trained in schools that are not Catholic. This is possible by the witness of the lives of those who teach and direct them, by the apostolic action of their fellow-students,(23) but especially by the ministry of priests and laymen who give them the doctrine of salvation in a way suited to their age and circumstances and provide spiritual aid in every way the times and conditions allow.

The Church reminds parents of the duty that is theirs to arrange and even demand that their children be able to enjoy these aids and advance in their Christian formation to a degree that is abreast of their development in secular subjects. Therefore the Church esteems highly those civil authorities and societies which, bearing in mind the pluralism of contemporary society and respecting religious freedom, assist families so that the education of their children can be imparted in all schools according to the individual moral and religious principles of the families.(24)

8. Catholic Schools

The influence of the Church in the field of education is shown in a special manner by the Catholic school. No less than other schools does the Catholic school pursue cultural goals and the human formation of youth. But its proper function is to create for the school community a special atmosphere animated by the Gospel spirit of freedom and charity, to help youth grow according to the new creatures they were made through baptism as they develop their own personalities, and finally to order the whole of human culture to the news of salvation so that the knowledge the students gradually acquire of the world, life and man is illumined by faith.(25) So indeed the Catholic school, while it is open, as it must be, to the situation of the contemporary world, leads its students to promote efficaciously the good of the earthly city and also prepares them for service in the spread of the Kingdom of God, so that by leading an exemplary apostolic life they become, as it were, a saving leaven in the human community.

Since, therefore, the Catholic school can be such an aid to the fulfillment of the mission of the People of God and to the fostering of the dialogue between the Church and mankind, to the benefit of both, it retains even in our present circumstances the utmost importance. Consequently this sacred synod proclaims anew what has already been taught in several documents of the magisterium,(26) namely: the right of the Church freely to establish and to conduct schools of every type and level. And the council calls to mind that the exercise of a right of this kind contributes in the highest degree to the protection of freedom of conscience, the rights of parents, as well as to the betterment of culture itself.

But let teachers recognize that the Catholic school depends upon them almost entirely for the accomplishment of its goals and programs.(27) They should therefore be very carefully prepared so that both in secular and religious knowledge they are equipped with suitable qualifications and also with a pedagogical skill that is in keeping with the findings of the contemporary world. Intimately linked in charity to one another and to their students and endowed with an apostolic spirit, may teachers by their life as much as by their instruction bear witness to Christ, the unique Teacher. Let them work as partners with parents and together with them in every phase of education give due consideration to the difference of sex and the proper ends Divine Providence assigns to each sex in the family and in society. Let them do all they can to stimulate their students to act for themselves and even after graduation to continue to assist them with advice, friendship and by establishing special associations imbued with the true spirit of the Church. The work of these teachers, this sacred synod declares, is in the real sense of the word an apostolate most suited to and necessary for our times and at once a true service offered to society. The Council also reminds Catholic parents of the duty of entrusting their children to Catholic schools wherever and whenever it is possible and of supporting these schools to the best of their ability and of cooperating with them for the education of their children.(28)

9. Different Types of Catholic Schools

To this concept of a Catholic school all schools that are in any way dependent on the Church must conform as far as possible, though the Catholic school is to take on different forms in keeping with local circumstances.(29) Thus the Church considers very dear to her heart those Catholic schools, found especially in the areas of the new churches, which are attended also by students who are not Catholics.

Attention should be paid to the needs of today in establishing and directing Catholic schools. Therefore, though primary and secondary schools, the foundation of education, must still be fostered, great importance is to be attached to those which are required in a particular way by contemporary conditions, such as: professional(30) and technical schools, centers for educating adults and promoting social welfare, or for the retarded in need of special care, and also schools for preparing teachers for religious instruction and other types of education.

This Sacred Council of the Church earnestly entreats pastors and all the faithful to spare no sacrifice in helping Catholic schools fulfill their function in a continually more perfect way, and especially in caring for the needs of those who are poor in the goods of this world or who are deprived of the assistance and affection of a family or who are strangers to the gift of Faith.

10. Catholic Colleges and Universities

The Church is concerned also with schools of a higher level, especially colleges and universities. In those schools dependent on her she intends that by their very constitution individual subjects be pursued according to their own principles, method, and liberty of scientific inquiry, in such a way that an ever deeper understanding in these fields may be obtained and that, as questions that are new and current are raised and investigations carefully made according to the example of the doctors of the Church and especially of St. Thomas Aquinas,(31) there may be a deeper realization of the harmony of faith and science. Thus there is accomplished a public, enduring and pervasive influence of the Christian mind in the furtherance of culture and the students of these institutions are molded into men truly outstanding in their training, ready to undertake weighty responsibilities in society and witness to the faith in the world.(32)

In Catholic universities where there is no faculty of sacred theology there should be established an institute or chair of sacred theology in which there should be lectures suited to lay students. Since science advances by means of the investigations peculiar to higher scientific studies, special attention should be given in Catholic universities and colleges to institutes that serve primarily the development of scientific research.

The sacred synod heartily recommends that Catholic colleges and universities be conveniently located in different parts of the world, but in such a way that they are outstanding not for their numbers but for their pursuit of knowledge. Matriculation should be readily available to students of real promise, even though they be of slender means, especially to students from the newly emerging nations.

Since the destiny of society and of the Church itself is intimately linked with the progress of young people pursuing higher studies,(33) the pastors of the Church are to expend their energies not only on the spiritual life of students who attend Catholic universities, but, solicitous for the spiritual formation of all their children, they must see to it, after consultations between bishops, that even at universities that are not Catholic there should be associations and university centers under Catholic auspices in which priests, religious and laity, carefully selected and prepared, should give abiding spiritual and intellectual assistance to the youth of the university. Whether in Catholic universities or others, young people of greater ability who seem suited for teaching or research should be specially helped and encouraged to undertake a teaching career.

11. Faculties of Sacred Sciences

The Church expects much from the zealous endeavors of the faculties of the sacred sciences.(34) For to them she entrusts the very serious responsibility of preparing her own students not only for the priestly ministry, but especially for teaching in the seats of higher ecclesiastical studies or for promoting learning on their own or for undertaking the work of a more rigorous intellectual apostolate. Likewise it is the role of these very faculties to make more penetrating inquiry into the various aspects of the sacred sciences so that an ever deepening understanding of sacred Revelation is obtained, the legacy of Christian wisdom handed down by our forefathers is more fully developed, the dialogue with our separated brethren and with non-Christians is fostered, and answers are given to questions arising from the development of doctrine.(35)

Therefore ecclesiastical faculties should reappraise their own laws so that they can better promote the sacred sciences and those linked with them and, by employing up-to-date methods and aids, lead their students to more penetrating inquiry.

12. Coordination to be Fostered in Scholastic Matters

Cooperation is the order of the day. It increases more and more to supply the demand on a diocesan, national and international level. Since it is altogether necessary in scholastic matters, every means should be employed to foster suitable cooperation between Catholic schools, and between these and other schools that collaboration should be developed which the good of all mankind requires.(36) From greater coordination and cooperative endeavor greater fruits will be derived particularly in the area of academic institutions. Therefore in every university let the various faculties work mutually to this end, insofar as their goal will permit. In addition, let the universities also endeavor to work together by promoting international gatherings, by sharing scientific inquiries with one another, by communicating their discoveries to one another, by having exchange of professors for a time and by promoting all else that is conducive to greater assistance.

CONCLUSION

The sacred synod earnestly entreats young people themselves to become aware of the importance of the work of education and to prepare themselves to take it up, especially where because of a shortage of teachers the education of youth is in jeopardy. This same sacred synod, while professing its gratitude to priests, Religious men and women, and the laity who by their evangelical self-dedication are devoted to the noble work of education and of schools of every type and level, exhorts them to persevere generously in the work they have undertaken and, imbuing their students with the spirit of Christ, to strive to excel in pedagogy and the pursuit of knowledge in such a way that they not merely advance the internal renewal of the Church but preserve and enhance its beneficent influence upon today's world, especially the intellectual world.

NOTES

1. Among many documents illustrating the importance of education confer above all apostolic letter of Benedict XV, Communes Litteras, April 10, 1919: A.A.S. 11 (1919) p. 172. Pius XI's apostolic encyclical, Divini Illius Magistri, Dec. 31, 1929: A.A.S. 22 (1930) pp. 49-86. Pius XII's allocution to the youths of Italian Catholic Action, April 20, 1946: Discourses and Radio Messages, vol. 8, pp. 53-57. Allocution to fathers of French families, Sept. 18, 1951: Discourses and Radio Messages, vol. 13, pp. 241-245. John XXIII's 30th anniversary message on the publication of the encyclical letter, Divini Illius Magistri, Dec. 30, 1959: A.A.S. 52 (1960) pp. 57-S9. Paul VI's allocution to members of Federated Institutes Dependent on Ecclesiastic Authority, Dec. 30, 1963: Encyclicals and Discourses of His Holiness Paul VI, Rome, 1964, pp. 601-603. Above all are to be consulted the Acts and Documents of the Second Vatican Council appearing in the first series of the ante-preparatrory phase. vol. 3. pp. 363-364; 370-371; 373-374.

2. Cf. John XXIII's encyclical letter Mater et Magistra, May 15, 1961: A.A.S. 53 (1961) pp. 413-415; 417-424; Encyclical letter, Pacem in Terris, April 11, 1963: A.A.S. 55 (1963) p. 278 ff.

3. Declaration on the Rights of Man of Dec. 10, 1948, adopted by the General Assembly of the United Nations, and also cf. the Declaration of the Rights of Children of Nov. 20 1959; additional protocol to the Convention Safeguarding the Rights of Men and Fundamental Liberties, Paris, March 20, 1952; regarding that universal profession of the character of human laws cf. apostolic letter Pacem in Terris, of John XXIII of April 11, 1963: A.A.S. 55 (1963) p. 295 ff.

4. Cf. John XXIII's encyclical letter, Mater et Magistra, May 15, 1961: A.A.S. 53 (1961) p. 402. Cf. Second Vatican Council's Dogmatic Constitution on the Church, no. 17: A.A.S. 57 (1965) p. 21, and schema on the Pastoral Constitution on the Church in the Modern World, 1965.

5. Pius XII's radio message of Dec. 24, 1942: A.A.S. 35 (1943) pp. 12-19, and John XXIII's encyclical letter, Pacem in Terris April 11, 1963: A.A.S. 55 (1963) p. 259 ff. Also cf. declaration cited on the rights of man in footnote 3.

6. Cf. Pius XI's encyclical letter, Divini Illius Magistri, Dec. 31, 1929: A.A.S. 22 (1930) p. 50 ff.

7. Cf. John XXIII's encyclical letter, Mater et Magistra, May 15 1961: A.A.S. 53 (1961) p. 441 ff.

8. Cf. Pius XI's encyclical letter, Divini Illius Magistri, 1, p. 83.

9. Cf. Second Vatican Council's Dogmatic Constitution on the Church, no. 36: A.A.S. 57 (1965) p. 41 ff.

10. Cf. Second Vatican Council's schema on the Decree on the Lay Apostolate (1965), no. 12.

11. Cf. Pius XI's encyclical letter Divini Illius Magistri, 1, p. 59 ff., encyclical letter Mit Brennender Sorge, March 14, 1937: A.A.S. 29; Pius XII's allocution to the first national congress of the Italian Catholic Teachers' Association, Sept. 8, 1946: Discourses and Radio Messages, vol. 8, p. 218.

12. Cf. Second Vatican Council's Dogmatic Constitution on the Church, nos. 11 and 35: A.A.S. 57 (1965) pp. 16, 40 ff.

13. Cf. Pius XI's encyclical letter Divini Illius Magistri, 1, p. 63 ff. Pius XII's radio message of June 1, 1941: A.A.S. 33 (1941) p. 200; allocution to the first national congress of the Association of Italian Catholic Teachers, Sept 8, 1946: Discourses and Radio Messages, vol. 8, 1946: Discourses and Radio Messages, vol. 8 p. 218. Regarding the principle of subsidiarity, cf. John XXIII's encyclical letter, Pacem in Terris, April 11, 1963: A.A.S. 55 (1963) p. 294.

14. Cf. Pius XI's encyclical letter, Divini Illius Magistri, 1 pp. 53 ff. and 56 ff.; Encyclical letter, Non Abbiamo Bisogno June 29, 1931: A.A.S. 23 (1931) p. 311 ff. Pius XII's letter from Secretariat of State to 28th Italian Social Week, Sept. 20, 1955; L'Osservatore Romano, Sept. 29, 1955.

15. The Church praises those local, national and international civic authorities who, conscious of the urgent necessity in these times, expend all their energy so that all peoples may benefit from more education and human culture. Cf. Paul VI's allocution to the United Nations General Assembly, Oct. 4, 1965: L'Osservatore Romano, Oct. 6, 1965.

16. Cf. Pius XI's motu proprio. Orbem Catholicum, June 29 1923: A.A.S. 15 (1923) pp. 327-329; decree, Provide Sane, Jan. 12, 1935: A.A.S. 27 (1935) pp. 145-152. Second Vatican Council's Decree on Bishops and Pastoral Duties, nos. 13 and 14.

17. Cf. Second Vatican Council's Constitution on the Sacred Liturgy, no. 14: A.A.S. 56 (1964) p. 104.

18. Cf. Second Vatican Council's Decree on Communications Media, nos. 13 and 14: A.A.S. 56 (1964) p. 149 ff.

19. Cf. Pius XI's encyclical letter, Divini Illius Magistri, 1, p. 76; Pius XII's allocution to Bavarian Association of Catholic Teachers, Dec. 31, 1956: Discourses and Radio Messages, vol. 18, p. 746.

20. Cf. Provincial Council of Cincinnati III, a. 1861: Collatio Lacensis, III, col. 1240, c/d; Pius XI's encyclical letter, Divini Illius Magistri, 1, pp. 60, 63 ff.

21. Cf. Pius XI's encyclical letter, Divini Illius Magistri, 1, p. 63; encyclical letter, Non Abbiamo Misogno, June 29, 1931: A.A.S. 23 (1931) p. 305, Pius XII's letter from the Secretary of State to the 28th Italian Social Week, Sept. 20, 1955: L'Osservatore Romano, Sept. 29, 1955. Paul VI's allocution to the Association of Italian Christian Workers, Oct. 6, 1963: Encyclicals and Discourses of Paul VI, vol. 1, Rome, 1964, p. 230.

22. Cf. John XXIII's message on the 30th anniversary of the encyclical letter, Divini Illius Magistri, Dec. 30, 1959: A.A.S. 52 (1960) p. 57.

23. The Church considers it as apostolic action of great worth also when Catholic teachers and associates work in these schools. Cf. Second Vatican Council's schema of the Decree on the Lay Apostolate (1965), nos. 12 and 16.

24. Cf. Second Vatican Council's schema on the Declaration on Religious Liberty (1965), no. 5.

25. Cf. Provincial Council of Westminster I, a. 1852: Collatio Lacensis III, col. 1334, a/b; Pius XI's encyclical letter, Divini Illius Magistri, 1, p. 77 ff.; Pius XII's allocution to the Bavarian Association of Catholic Teachers, Dec. 31, 1956: Discourses and Radio Messages, vol. 18, p. 746; Paul VI's allocution to the members of Federated Institutes Dependent on Ecclesiastic Authority, Dec. 30, 1963: Encyclicals and Discourses of Paul VI, 1, Rome, 1964, 602 ff.

26. Cf. especially the document mentioned in the first note; moreover this law of the Church is proclaimed by many provincial councils and in the most recent declarations of very many of the episcopal conferences.

27. Cf. Pius XI's encyclical letter, Divini Illius Magistri, 1 p. 80 ff.; Pius XII's allocution to the Catholic Association of Italian Teachers in Secondary Schools, Jan. 5, 1954: Discourses and Radio Messages, 15, pp. 551-55B; John XXIII's allocution to the 6th Congress of the Associations of Catholic Italian Teachers Sept. 5, 1959: Discourses, Messages, Conversations, 1, Rome,1960, pp. 427-431.

28. Cf. Pius XII's allocution to the Catholic Association of Italian Teachers in Secondary Schools, Jan. 5, 1954, 1, p. 555.

29. Cf. Paul VI's allocution to the International Office of Catholic Education, Feb. 25, 1964: Encyclicals and Discourses of Paul VI, 2, Rome, 1964, p. 232.

30. Cf. Paul VI's allocution to the Christian Association of Italian Workers, Oct. 6, 1963: Encyclicals and Discourses of Paul VI, 1, Rome, 1964, p. 229.

31. Cf. Paul VI's allocution to the International Thomistic Congress, Sept. 10, 1965: L'Osservatore Romano, Sept. 13-14, 1965.

32. Cf. Pius XII's allocution to teachers and students of French Institutes of Higher Catholic Education, Sept. 21, 1950: Discourses and Radio Messages, 12, pp. 219-221; letters to the 22nd congress of Pax Romana, Aug. 12, 1952: Discourses and Radio Messages, 14, pp. 567-569; John XXIII's allocution to the Federation of Catholic Universities, April 1, 1959: Discourses, Messages and Conversations, 1, Rome, 1960, pp. 226-229; Paul VI's allocution to the Academic Senate of the Catholic University of Milan, April 5, 1964: Encyclicals and Discourses of Paul VI, 2, Rome, 1964, pp. 438-443.

33. Cf. Pius XII's allocution to the academic senate and students of the University of Rome, June 15, 1952: Discourses and Radio Messages, 14, p. 208: "The direction of today's society principally is placed in the mentality and hearts of the universities of today."

34. Cf. Pius XII's apostolic constitution, Deus Scientiarum Dominus, May 24, 1931: A.A.S. 23 (1931) pp. 245-247.

35. Cf. Pius XII's encyclical letter, Humani Generis Aug. 12, 1950 A.A.S. 42 (1950) pp. 568 ff. and 578; Paul VI's encyclical letter, Ecclesiam Suam, part III Aug. 6, 1964; A.A.S. 56 (1964) pp. 637-659; Second Vatican Council's Decree on Eccumenism: A.A.S. 57 (1965) pp. 90-107.

36. Cf. John XXIII's encyclical letter, Pacem in Terris, April 11, 1963: A.A.S. 55 (1963) p. 284 and elsewhere.

Passion and Purity

I have been pulling quotes from this book, Passion and Purity by Elisabeth Elliot, to a single friend today and pulling it off the shelf for the first time in a while.
For those of you who don't know who she is, Elisabeth is the famous wife of missionary Jim Elliot who was killed in the amazon river basin by the indigenous people he was called to serve.
She is a speaker and author, and to me is and always has been a seeker and finder of Truth with a capital T.
Though she is not a Catholic writer, she is a Catholic thinker as evidenced by her work.
From what I understand of her personal life, her brother has converted to the Catholic faith. From what I read that she has written, she writes the truths of the Catholic faith. Because she is revered and well known by non Catholic Christians as a very holy and faithful woman, it would cause a ruckus if she were to convert. Whether or not that is her reasoning for NOT converting  is honestly none of our business. All I know is that both protestants and Catholics will LOVE her books. Kind of like a female CS Lewis... exhibiting three of the four marks of the True Church: One, Holy, Catholic... and lacking the "Apostolic." :)
This particular book is one I would give to any young woman, about dating and preparation for marriage, and the meaning of womanhood.
It makes me want to cry just knowing how much wisdom there was in here that I doubted as a single person, and knowing how to the degree that I followed its advice, I received such a blessing in my marriage. If I knew then what I know now!
My dear friend Liza gave this book to me when I was first learning what it means to allow Jesus to be Lord of ALL my life. Like most young women, I was pre-occupied with boys, and wanted nothing more than to know with certainty what my future held.
Having grown up in the world, I had absolutely no sense of myself as a woman, only shreds and remnants that modern, anti-woman feminism hadn't yet completely destroyed.
I had never really considered words like "meek" and "quiet" and "modest" in relation to my personhood, and it was very hard to peel the layers of that onion. So hard in fact, that though I loved and respected Liza very much and believed in the picture of the spirit-filled life she was painting because I saw the fruit of it in her own life, I struggled to understand and apply the things she was teaching me because they were so different and so... HARD.
Of course,. the other way was hard too. I wasn't getting anywhere, and I wasn't happy. But I wasn't weird, either, because I was doing what everyone else was doing to some degree. Now that I had this book in my hands it was like God calling me to stand apart from everyone and watch and trust.
I was afraid.
But I was intregued.
I went through three or four copies of this book. The first one I was given I shredded in a fit of anger. The second, I threw out. One day, in despair and knowing that I had worn out any possible chance of success at this "love thing," despite lots of success at finding interested men-- at least for a while--I marched over to the bookstore and picked up a new copy. And I tore through it from cover to cover.
I left for the Army determined to apply every principle I had read. I came back married. God's way works.
It was a hard marriage in the beginning, and applying the things I had learned in the book helped. God's way works.
We've been married for a long time now, and we love each other very much. Did I mention that God's way works?

So what is the radical message of this book?
It is simple: trust, develop a relationship with God, and wait. 

I will never forget the day I read these words on the page:

"My heart was saying:" Lord, take away this longing, or give me that for which I long!" The Lord was answering: "I must teach you to long for something better."

The book is filled with little pieces of wisdom she has gleaned through her years of devotion to God, reading His Word , and personal experience.
For example, on the topic of what men actually want, she says:

Women are always tempted to be initiators. We like to get things done. We want to talk about situations and feelings, get it out into the open, deal with it. It appears to us that men often ignore and evade issues, sweep things under the rug, forget about them, get on with projects , business, pleasure, sports, eat a big steak, turn on the television, roll over, and go to sleep. Women respond to this tendency by insisting on confrontation, communication, showdown. If we can't dragoon our men into that, we nag, we plead, we get attention by tears, silence or withholding warmth, intimacy, and attention. we have a large bag of tricks.

CS Lewis' vision of purgatory was a place where milk was always boiling over, crockery smashing, and toast burning. The lesson assigned to men was to do something about it. The lesson assigned to women was to do nothing. That would be purgatory for most of us. Women, especially when it comes to the love life, can hardly stand to do nothing.

And yet... that is what we must do! Wait, and do nothing, maintaining holy friendships with all...  and trust, keeping them at arms' length until there is a declaration of love and intent from a man. 

Not only is this necessary for the purity and future health of the marriage, it is a treasure for the woman to have and hold the true meaning of womanhood not only in the single or celibate life but in the married life as well. It helps me TODAY, in my marriage, to know these truths, and when I forget them, my marriage has suffered.

What do men want from women?

This list is hers, but I have seen it over and over again through the years in everything from cosmo to psych journals.... always the same.

Femininity.
Affirmation.
Encouragement.
Tenderness.
Sensitivity.

Vulnerability.
And lastly-- mystery. that there is much in the inner workings of a woman's heart that he hasn't discovered yet.

In my own life, I have witnessed couples who have lived by these rules and seen the fruit of them. I have friends who never kissed another person until their wedding day. I have friends who remained unaffiliated and unattached until their engagement day. They have lives full of joy, even in the midst of trials and difficulties. 

I have friends who have done nothing like that and claim that they are very happy with their choices. I know that I have regrets in my own choices NOT to follow her advice and that's all I can go by. 

Buy this book for your daughters, no matter what your religious background.

Read it yourselves. It is a powerful testimony of the glory of womanhood fully lived, and a heart-warming relevation of the touch of the Divine Hand in the human experience.

I have never read another book which so aptly captures the beautiful experience of womanhood and the sacredness of our calling.

A mother's mission.

Words from the Holy Father for us today:

The Church, in other words, must constantly rededicate herself to her mission. The three Synoptic Gospels highlight various aspects of the missionary task. The mission is built upon personal experience: "You are witnesses" (Lk 24:48); it finds expression in relationships: "Make disciples of all nations" (Mt 28:19); and it spreads a universal message: "Preach the Gospel to the whole creation" (Mk 16:15). Through the demands and constraints of the world, however, the witness is constantly obscured, the relationships are alienated and the message is relativized. If the Church, in Pope Paul VI’s words, is now struggling "to model itself on Christ's ideal", this "can only result in its acting and thinking quite differently from the world around it, which it is nevertheless striving to influence" (Ecclesiam Suam, 58). In order to accomplish her mission, she will constantly set herself apart from her surroundings, she needs in a certain sense to become unworldly or "desecularized".

I think this applies especially well to us mothers: Our three-pronged mission is so clear:

"You are witnesses" (Lk 24:48)

Every time we walk down the street and hear someone say to us: "I don't know how you do it. I couldn't." or "Wow, you have your hands full!" We are witnesses. Large families are witnesses of faith. Well-behaved, orderly, peaceful, joyful families are witnesses. Every time we decline a coffee date or a day at the pre-school or daycare for our children. We are witnesses. Every time we refuse to badmouth our husbands, every time we smile when we should scream..... we are witnesses.

"Make disciples of all nations" (Mt 28:19)

We are in the business of disciple-making. We have no greater disciples than those who come under our spiritual, material, and physical care at infancy. We have their full attention.

"Preach the Gospel to the whole creation" (Mk 16:15)

First, we are doing this by responding faithfully to our vocations. But more importantly, it is ONLY by responding faithfully to our particular calling, our particular "post" that we can preach to all creation. We are but one person-- but if each person did exactly what their job was, we would cover the whole planet. Assume command of your post. As a good soldier of Christ Jesus, defend your area, so your sisters and brothers can do their job. 

The word "preach" has a particularly vocal aspect. We are called to SPEAK the Gospel-- to speak words of life. If only we understood, especially as mothers, the Kingdom-building power of the tongue.

The Holy Father says that it is only by rejecting the world's values and ideas that we can accomplish our mission effectively. What are two basic ways we can check if we are doing that?

1. Cast down your idols. What are they? Things which receive worship from you that is due God alone.

2. Look for the fruit of a life lived in the Spirit. Do you have it? (Hint Galatians 5:22-23)

The Holy Father said: 

One could almost say that history comes to the aid of the Church here through the various periods of secularization, which have contributed significantly to her purification and inner reform.
Secularizing trends – whether by expropriation of Church goods, or elimination of privileges or the like – have always meant a profound liberation of the Church from forms of worldliness, for in the process she has set aside her worldly wealth and has once again completely embraced her worldly poverty.
In this the Church has shared the destiny of the tribe of Levi, which according to the Old Testament account was the only tribe in Israel with no ancestral land of its own, taking as its portion only God himself, his word and his signs. At those moments in history, the Church shared with that tribe the demands of a poverty that was open to the world, in order to be released from her material ties: and in this way her missionary activity regained credibility.
History has shown that, when the Church becomes less worldly, her missionary witness shines more brightly. Once liberated from her material and political burdens, the Church can reach out more effectively and in a truly Christian way to the whole world, she can be truly open to the world. She can live more freely her vocation to the ministry of divine worship and service of neighbour.

In other words, it is when it is most difficult to live in a manner that is "set-apart"-- when we feel most "different" and "alone" that we can make the largest impact and have the greatest effect. Remember that the path to glory comes necessarily through the path to the Cross.

Mothers, it is almost--- ALMOST --- impossible to be a Christian mother today. We are hemmed in on all sides, surrounded. Rejoice! It is a period of great grace and great growth in the body of Christ.

How to start reading the Bible to your children.

This is a simplified list of Bible stories to read to your children each year. It is by no means complete, but a great resource to help you read to them and become familiar with Bible passages revolving around the majority of core topics the Bible covers.
Charlotte Mason advocated reading to the children in the King James Version because of its' poetic quality. For that reason, some Catholics may enjoy reading to their children in the Douay-Rheims Version, however in our home we prefer the Revised Standard Version, Catholic Edition.
It is also worth noting that you may want to consider passing over the parts of your reading that you consider too violent or challenging for children to accept or understand. I try not to skip parts but to use oversimplified, but true, explanations. Some children, however, might be sensitive to some of the subject matter in the Bible, and require special attention in that department.
In our house, we do lots of work with the Bible each day, from memory work to praying the liturgy of the hours three times a day to studying the daily mass readings. Because of that, I don't have a lot of time to just READ the Bible, but I noticed I needed to when one day my husband mentioned that they didn't know who Abraham was, even though they could tell you play by play what happens in the Mass and why. I couldn't believe I had failed at this epically important job, and set to work reading a short bible story/passage each day  at bedtime, just to reinforce the passages they were hearing at other times. I also use this time to get them to do narration: re-telling me the story in their own words as they heard it.
Use this list however your family wants! It has been tremendously helpful to me, and I'm sure will be to you also. Happy Bible reading!

STORIES FROM THE OLD TESTAMENT

In the Beginning--Genesis 1:1-31
Garden of Eden—Genesis 2:1-10; 15-25
The Serpent—Genesis 3:1-24
Cain and Abel—Genesis 4:1-16
Seth—Genesis 4:25-26; 5:1-8; opt: 5: 9-32
Noah—Genesis 6:5-22
Ark and Animals—Genesis 7:1-16
The Flood—Genesis 7:17-24; 8:1-5
The Raven and the Dove—Gen. 8:6-22
God’s Promise—Gen. 9:1-17
The Sons of Noah—Gen. 9:18-29
The Tower of Babel—Gen. 11:1-9
Abram—Gen. 12:1-9
Journey to Egypt—Gen. 12:10-20
Abram and Lot—Gen. 13:1-18
Lot is Captured in War—Gen. 14:11-16
Melchizedek—Gen. 14:17-24
Promise to Abram—Gen. 15:1-18
Sarai and Hagar—Gen. 16:1-16
Covenant—Gen. 17:1-14
New Names—Gen. 17:15-27
Three Holy Men—Gen. 18:1-15
(opt.) Sodom, Gomorrah—Gen. 18:16-33
Pillar of Salt—Gen. 19:1-7; 9-29
The Old Mother—Gen. 21:1-21
Abraham’s Test—Gen. 22:1-13
(opt.) The Death of Sarah—Gen. 23:1-20
The Servant’s Task—Gen. 24:1-9
Watering the Camels—Gen. 24:10-28
Rebecca’s Family—Gen. 24:29-51
Rebecca’s Journey—Gen. 24:52-67
(opt.) Death of Abraham—Gen. 25:1-11
Birthright for Pottage—Gen. 25:19-34
(opt.) Isaac—Gen. 26:1-6; 12-14; 23-25
The Stolen Blessing—Gen. 27:1-29
Esau—Gen. 27:30-46
(opt.) Jacob’s Ladder—Gen. 28:1-5; 10-22
Rachel at the Well—Gen. 29:1-14
The Other Sister—Gen. 29:15-35
More Wives—Gen. 30:1-13; 17-21
Rachel’s Baby—Gen. 30:22-32, 43
Jacob Departs—Gen. 31:1-7; 14-21
The Pursuit—Gen. 31:22-26; 30-35
The Brothers—Gen. 32:3, 6-7, 11; 33:1-12
An Altar—Gen. 35:1-7, 10-15
Deaths in the Family—Gen. 35:16-20; 23-29
Coat of Many Colors—Gen. 37:1-36
Joseph in Egypt—Gen. 39:1-9, 13-23
Interpreter of Dreams—Gen.-40:1-23
Pharaoh’s Dreams—Gen. 41:1-13
Joseph’s Interpretation—G. 41:14-16; 25-45
A Ruler in Egypt—Gen. 41:46-57
Famine—Gen. 42:1-20
Famine, cont.—Gen. 42:21-38
Brothers Return to Egypt—Gen. 43:1-14
Return, cont.—Gen. 43:15-34
The Silver Cup—Gen. 44:1-34
The Lost Brother—Gen. 45:1-28
Moving to Egypt—Gen. 46:1-7; 28-34
Land of Goshen—Gen. 47:1-13; 20-31
Joseph’s Sons—Gen. 48:1-6; 8-22
Farewell—Gen. 49:1-2, 28-33; 50:1-9,12-13
Joseph’s End—Gen. 50:14-26
No More Sons—Exo. 1:1-22
Baby Moses—Exo. 2:1-10
Moses Flees Egypt—Exo. 2:11-25
Burning Bush—Exo. 3:1-22
Moses and the Lord Speak—Exo. 4:1-17
Moses Leaves Midian—Exo. 4:18-23; 27-31
Let My People Go—Exo. 5:1-23
Jehovah—Exo. 6:1-13
River of Blood—Exo. 7:1-25
Frogs, Lice and Flies—Exo. 8:1-32
Dead Cattle and Boils—Exo. 9:1-21
Hail and Fire—Exo. 9:22-35
Locusts—Exo. 10:1-20
Darkness—Exo. 10:21-29
The First Passover—Exo. 12:3-15, 21-28
Leaving—Exo. 12:29-42, 50-51; 13:21-22
Parting the Red Sea—Exo. 14:5-31
Manna—Exo. 16:1-31, 35
(opt.) Jethro—Exo. 18:1-27
Ten Commandments—Exo. 20:1-17
Stone Tablets—Exo. 24:12-18; 31:18
A Golden Calf—Exo. 32:1-7; 15-20; 26-35
New Tablets—Exo. 34:1-6; 10; 27-35
The Journey—Numbers 10:11-13; 33-36
(opt.) Miriam’s Murmuring—Num. 12:1-16
Water from a Rock—Num. 20:1-18
(opt.) A Talking Donkey—Num. 22:1-38
Joshua—Num. 27:12-23
Love the Lord—Deuteronomy 6:1-7; 17-25
Good Courage—Deut. 31:1-3; 6-8;14-15; 23
Moses Dies—Deut. 34:1-12
Joshua Leads Israel—Joshua 1:1-9
Spies in Jericho—Joshua 2:1-24
Crossing Jordan—Jsh 3:7,14-17;4:4-11;14-18

Fall of Jericho—Joshua 6:12-27
Be Courageous—Joshua 23:1-11; 24:29
Gideon—Judges 6:1-3; 6-16; 22-31; 36-40
The Small Army—Judges 7:1-8; 13-22
Lord Shall Rule—Judges 8:22-23; 32-35
Samson is Born—Judges 13:1-7; 24
Samson and Delilah—Judges 16: 1-31
Ruth Comes to Bethlehem—Ruth 1: 1-22
The Gleaner—Ruth 2:1-23
Ruth and Boaz—Ruth 3:1-18
Ruth Marries—Ruth 4:1-17
Hannah’s Son—Samuel 1:1-2; 7-28
Samuel Serves—Samuel 2:18-21, 26.
Lord Calls Samuel—Samuel 3:1-14
Samuel’s Vision—Samuel 3:15-21
Make Us a King—Samuel 8:1-10; 18-22
Saul—Samuel 9:1-8; 10-14
The Seer—Samuel 9:15-19; 25-27
King Saul—Sam 10:1-2; 6-7; 9-17; 24-27;
11:15
Jonathan—Samuel 14:1; 6-20; 23
Honey—Samuel 14: 24-30; 36-39;43-45
Kingdom Torn—Sam. 15:10-11; 24-31; 34-35
Samuel Anoints David—Samuel 16:1-13
The Harp Player—Samuel 16:14-23
Goliath—Samuel 17:1-11
David—Samuel 17:12-31
David and Goliath—Samuel 17:32-58
Best Buds—Samuel 18:1-16
David’s Flight—Samuel 19:1-10
The Signal—Samuel 20:16-42
David’s Army—Samuel 22:1-2; 23:1-5
(opt) Saul Chases David—Samuel 23:13-29
Meeting in a Cave—Samuel 24:1-12; 16-22
The End of Saul—Samuel 31:1-13
King David—2 Samuel 2:1-4; 5:1-4; 9-12
Bathsheba—2 Samuel 11:1-17; 26-27
David’s Lesson and the Birth of Solomon—2
Samuel 12:1-24
Solomon Becomes King—Kings 1:1, 5,
10-18;20-37
David Dies—Kings 2:1-4;10-12
The Gift of Wisdom—Kings 3:1-15
The Judgment—Kings 3:16-28
Building the Temple—Kings 5:1-7; 17-18;
6:1-2; 11-14; 37-38
Ark and the Temple—Kings 8:1; 3-6; 9-13
The Queen of Sheba—Kings 10:1-10, 13
Solomon’s Downfall—Kings 11:4, 6, 9-13
Jeroboam—Kings 11:26-31, 34-40, 42-43
Elijah—Kings 17 (all)
The Challenge—Kings 18:1-9; 13-46
Still Small Voice—Kings 19
The Vineyard—Kings 21
Fire from Heaven—2 Kings 1
Elijah is Translated—2 Kings 2
A Pot of Oil—2 Kings 4:1-7
Seven Sneezes—2 Kings 4:8-37
Naaman, the Syrian—2 Kings 5
(opt.) Taken Captive—2 Kings 17:6-23
Hezekiah—2 Kings 18:1-8; 19:15-19; 32-36
Longer Life—2 Kings 20:1-7
Captivity is Prophesied—2 Kings 20:14-21
(opt.) Book of Law—2 Kings 22
Return to Righteousness—2 Kings 23:1-4; 14; 21-27
Nebuchadnezzar—2 Kings 24:10-20
Jerusalem Destroyed—2 Kings 25:8-21
(opt.) King Cyrus—Ezra 1
(opt.) Rejoicing—Ezra 3
Darius—Ezra 6:14-22
The Queen’s Refusal—Esther 1
A New Queen—Esther 2
The Decree—Esther 3
Brave Esther—Esther 4
The Gallows—Esther 5
Haman’s Shame—Esther 6
Haman’s Plot—Esther 7
Mordecai—Esther 8
Job—Job 1
Illness—Job 2:10
Job’s Blessings—Job 42:1-6; 10-17
The Lord is my Shepherd—Psalm 23
Make a Joyful Noise—Psalm 100
A Quiver Full—Psalm 127
Some Proverbs: 3:5-6; 3:13; 15:1;17:17; 18:24; 22:6; 23:7; 30:5
(opt.) A Virtuous Woman Proverbs 31:10-31
There is a Season—Ecclesiastes 3:1-8
(opt.) Messiah is Foretold—Isaiah 9:6-7
Daniel’s Food—Daniel 1:1-21
Nebuchadnezzar’s Dream—Daniel 2:1,
16-20,24-30, 46-49
Into a Furnace—Daniel 3:4-6,8-14, 16-30
Daniel in the Den of Lions—Daniel 6
Jonah and the Whale—Jonah Chapters 1-3
Tithing—Malachi 3:8-12




STORIES FROM THE NEW TESTAMENT

The Gospels (Compiled by Penny Gardner)

Zach & Elisabeth have a Baby--Luke 1:5-25
Angel Visits Mary--Luke 1:26-38
Angel Visits Joseph--Matt1:18-24
Mary and Elisabeth--Luke 1:39-56
Birth of John the Baptist--Luke 1:57-66
Birth of Jesus--Luke 2:1-12
Baby Jesus in the Temple--Luke 2:22-40
The Wise Men--Matthew 2:1-12
Journey to Egypt--Matthew 2:13-23
Boy Jesus Visits the Temple--Luke 2:41-52
John's Ministry--Matt. 3:1-17
Jesus is Tempted--Matt. 4:1-11
(opt.)John’s Men Follow Jesus--John 1:35-51
Marriage at Cana--John 2:1-12
The First Passover--John 2:13-25
Nicodemus--John 3:1-13 (or to 21)
The Ministry--John 3:22-36
John the Baptist Goes to Prison
Matt. 14:1-12
Woman at the Well--John 4:1-42
Jesus' Mission Continues
John 4:43-54
Capernaum--Luke 4:16-44
The Fishermen--Mark 1:16-20
The Calling of Peter--Luke 5:1-11
Leper is Healed--Luke 5:12-16
The Twelve--Luke 6:12-16; 9:1-11
Sermon on the Mount--Matt. 5:1-48
(opt.) Sermon on Mount, cont.--Matt. 6:1-34
(opt.) Prayer--Matt. 7:7-23
Building a House--Matt. 7:24-29
The Centurion's Servant--Luke 7:1-10
The Widow's Son--Luke 7:11-17
Healings--Mark 1:29-34
Peace be Still--Matt. 8:18-27
The Swine--Matt. 8:28-34
Miracles in Capernaum--Matt. 9:1-17
Daughter of Jarius--Matt. 9:18-26
More Miracles in Capernaum--Matt. 9:27-35
(opt.) The Second Passover--John 5:1-47
The Sabbath Day--Matt. 12:1-21
(opt.) Pharisees & a Sign--Matt. 12:38-50
Parable of the Sower--Luke 8:4-15
Parable of the Candle--Luke 8:16-18
Parable of the Tares--Matt. 13:24-30; 36-43
Parable of the Mustard Seed--Matt. 13:31-33
(opt.) Parable of the Treasure--Matt. 13:44-52
Carpenter’s Son--Matt. 13:53-58
Feeding the Five Thousand--Matt. 14:13-21
Walking on Water--Matt. 14:22-33
More Healings--Matt. 15:21-31
Feeding the Four Thousand--Matt. 15:32-39
(opt.) Pharisees--Matt. 16:1-12
Blind Man Sees--Mark 8:22-26
Peter's Testimony--Mark 8:27-38
Transfiguration--Mark 9:2-13
The Child with Evil Spirits--Mark 9:14-32
Greatest in the Kingdom--Mark 9:33-37
(opt.) Forgiving--Mark 9:38-50
Parable of the Lost Sheep--Matt. 18:12-14
(opt.) The Unmerciful Servant--Matt. 18:23-35
Feast of the Tabernacle--John 7:2-9
Samaria--Luke 9:51-56
(opt.) The Seventy--Luke 10:1-20
The Good Samaritan--Luke 10:25-37
Martha & Mary--Luke 10:38-42
Healing on the Sabbath--Luke 13:10-17
Parable of the Unjust Steward--Luke 16:1-8
Parable of the Rich Man--Luke 16:19-31
Ten Lepers--Luke 17:11-19
(opt.) The Adulterous Woman--John 8:1-11
(opt.) Blind Man Healed--John 9:1-41
Parable of the Good Shepherd--John 10:1-18
Little Children--Matt. 19:13-15
The Rich Young Ruler--Matt. 19:16-26
The Laborers in Vineyard--Matt. 20:1-16
Feast of Dedication--John 10:22-39
Lazarus--John 11:1-46
Two Blind Men--Matt. 20:30-34
Zacchaeus--Luke 19:1-10
Parable of Pounds—Luke 19:11-27
Moneychangers--Matt. 21:12-16
The Fig-Tree--Matt. 21:17-22
Authority Challenged--Mat 21:23-27
Parable of Two Sons--Matt 21:28-32
The Wicked Husbandmen--Matt. 21:33-46
Tribute to Caesar--Matt. 22:15-22
Great Commandment--Matt. 22:34-46
Widow's Mite--Mark 12:41-44
(Opt.) Signs of Second Coming--Matt. 24:1-51
Parable of Ten Virgins--Matt. 25:1-13
Parable of Talents--Matt. 25:14-30
Parable of Sheep & Goats--Matt. 25:31-46
Precious Ointment--Matt. 26:1-13
Eve of the Passover--Matt. 26:14-25
The Last Supper--Matt. 26:26-29
Washing the Disciples' Feet--John 13:2-17
(opt.) Comfort--John 14:1-31
Love One Another--John 15:1-17
Jesus Prays--John 17:1-4 (opt. 5-26)
Gethsemane--Matt. 26:30-46

Betrayal--Matt. 26:47-75
The Trial--Luke 22:63-71; 23:1-25
The Crucifixion--Matt. 27:27-50
The Burial--Matt. 27:54-66
Resurrection--Matt 28:1-15
Jesus Appears to Disciples--Luke 24:22-49
Doubting Thomas--John 20:24-31
Peter--John 21:1-25
Disciples Carry the Word--Mark 16:14-20

Acts - 2 Corinthians (Compiled by Tessa Hauglid)

Jesus’ Ascension into Heaven--Acts 1:1-11
A New Apostle--Acts 1:21-26
Day of Pentecost--Acts 2:1-8, 12-21
Peter Testifies of Christ
Acts 2:22-24, 38-47
Peter Heals Lame Man--Acts 3:1-9
Living the Law of Consecration--Acts 4:31-35
Lie and Die (optional) Acts 5:1-11
Arrested & Delivered--Acts 5:12, 16-32, 41-42
Transfiguration of Stephen--Acts 6:8-10, 12-15
Martyrdom: Stephen--Acts 7:51-60
Buying Priesthood Power (opt.) Acts 8:13-24
Philip and the Ethiopian Eunuch--Acts 8:26-35
Ethiopian Eunuch is Baptized--Acts 8:36-39
Jesus Appears to Saul--Acts 9:1-9
Ananias Restores Saul's Sight--Acts 9:10-18
Aeneas and Dorcas--Acts 9:32-42
Angel Appears to Cornelius--Acts 10:1-8
Gospel to the Gentiles--Acts 10:9, 11-23
Peter Meets Cornelius--Acts 10:24-33
Peter Teaches Cornelius--Acts 10:34-48
Believers Are Called Christians--Acts 11:19-26
Martyrdom of James and Freeing of Peter from Prison--Acts 12:1-11
Paul in Macedonia and Lydia--Acts 16:9-15
Paul and Silass Jailer Converts--Acts 16:16-34
Paul Preaches at Mars Hill--Acts 17:16-33
Paul Teaches Gentiles--Act 18:1-11
Holy Ghost Given--Acts 18:24-28; 19:1-6
Sleeping in Church Deadly--Acts 20-7-12
Paul Leaves the Ephesians--Acts 20:17-38
Paul Arrested--Acts 21:8-14, 26-36
Paul’s Conversion(opt.) Acts 21:37-40; 22:1-21
Paul Declares Roman Citizenry--Acts 22:22-30
Paul Sees the Lord in Vision--Acts 23:1-11
Forty Men Plot to Kill Paul--Acts 23:12-35
Paul Defends Self--Acts 24:10-27
Appeal to Caesar--Acts 25:1-4, 6-12, 22-27
Paul Testifies to King Agrippa--Acts 26:1-23
Agrippa Almost Converted--Acts 26:24-32
Paul's Perilous Journey--Acts 27:1-2, 9-11, 18-26, 40-44
Paul--Acts 28:1-11, 16, 23-24, 30-31
Paul's Letter--Romans 1:1, 7-12, 16-18, 29-32
God Renders to Every Man--Rom. 2:1-2, 6-11
Abraham's Faith--Romans 4:1-3, 13, 18-25
Justification thru Blood of Christ--Rom. 5:1-11
Baptism Like Death and Resurrection of Christ--Romans 6:3-11, 22-23
Life and Peace--Romans 8:1-6
Sons of God Have Hope--Romans 8:14-17, 24-28, 35-39
The End of the Law--Romans 10:1-6, 8-13, 17
Live as Saints--Romans 12:1-21
Love Fulfills Law--Romans 13:8-12
Avoid Judging One Another--Romans 14:1-19
Paul's Letter to Corinthians--1 Cor. 1:1-4, 10, 17-19, 23-24, 27, 30-31
The Spirit Reveals All Things--1 Cor. 2:1-16
Ye Are the Temple of God--1 Cor. 3:10-21, 23
The Lords Supper--1 Cor. 11:20
Gifts of the Spirit--1 Cor. 12:1, 3-12
Church Members--1 Cor. 12:13-31
Charity Never Faileth--1 Cor. 13:1-13
Paul's Testimony of Christ and Baptism for
Dead--1 Cor. 15:3-24, 29
Degrees of Glory and Resurrection--1 Cor. 15:40-41, 51-58
Paul's Second Letter to the Corinthians--2 Cor. 1:1-5, 21-24
Gospel Surpasses Law of Moses--2 Cor. 3:2-6, 12-18
We Walk by Faith--2 Cor. 5:7-10, 17
Believers Not Yoked (opt.) 2 Cor 6:14-18
God Loveth Cheerful Giver--2 Cor. 8:9; 9:6-11
Paul Glories in His Infirmities for Christ--2 Cor. 11:23-28; 12:5-10; 13:11-14

Additional Readings

Fruit of the Spirit--Gal. 5:22-26
Sowing and Reaping--Gal. 6:6-10
By Grace Through Faith--Eph. 2:1-10
Our Chief Cornerstone--Eph. 2:19-22
The Armor of God--Eph.6:10-20
The Coming of the Lord--1 Thess. 4:13-5:11
The Last Days--2 Tim. 3:1-9
God is Love--1 John 4:7-21
A Voice as a Trumpet--Rev.1:9-19
The New Jerusalem--Rev.21:1-7
The River of Life--Rev.22:1-5


Thanks to Penny Gardner, a Charlotte Mason method home educator, for putting this list together. You can check out her website to learn more about having her come to your area to teach a Charlotte Mason seminar.

Mama Mondays- Pacing your homeschoolers

I've been praying about how to pace my children so that they both learn from and enjoy school.
I want to push them, but I am a firm believer that you need to also give them space to grow. I see every morning how my children need both a hefty push to get past the "hard stuff" and move into victory in every department, and see those in between the poor effects of my pushing at the wrong moments or of me imposing my will on them when I'm not doing so out of charity for their upbringing but for selfish reasons, etc.
It is a very hard thing to balance, but balance we must, lest we do all the right things but lose their hearts in the process.
Charlotte Mason's wisdom in this department has been so beneficial for me, as I can see how implementing her ideas with regards to small children have been so helpful. While she was NEVER a softie who believed in kids running the world, she was still wise enough to know that there were benefits in MODERATION and in allowing Children the freedom to BE children at times. I take from her that I should both strive for order and structure and allow for unstructured play in which they can feel out their roles and responsiblities, and I think this is a healthy attitude.

"The busy mother says she has no leisure... and the child will run wild and get into bad habits; but we must not make a fetish of habit; education is a life as well as a discipline. Health, strength, and agility, bright eyes, and alert movements, come of a free life, out-of-doors, if it may be, and as for habits, there is no habit or power so useful to man or woman as that of personal initiative. The resourcefulness which will enable a family of children to invent their own games and occupations through the lenght of a summer's day is worht more in after life than a good deal of knowledge about cubes adn hexagons, and this comes, not of continual intervetnion on the mother's part, but of much masterly inactivity."

She also said something that I really appreciate, which is that we don't need to be setting up specific times for socializing between our younger kids and children their age. Wise words indeed, as experience has shown me. I've found that setting up playdates etc just causes problems later, whereas a natural mixture of people of all ages is WAY more efficient in teaching kids how to interact with others.

'...the mixed society of elders, jrs., and equals, which we get in a family..." gives the right mix of rest and individual development. Be careful not to supplement nature so much that we supplant her and 'deprive her of the space and time to do her own work..."

She also said that a mother's chief responsibility for the first six years is to secure for her children "Quiet growing time--and free growing time--the freedom of real play (not lessons that look like play) and of ordering one's own life. Habit training, lots of time observing things out of doors, and short, realistic lessons in the things of life (I take from that that five minutes in a REAL kitchen with mom is superior to thirty minutes baking a plastic casserole in a plastic oven just their size.)
All of these ideas have helped me so much to find the right balance between the academic requirements of the CLAA and the tendency kids have to just NOT like working. By implementing the CLAA's Benedictine motto of "Ora et Labora" (work and pray) and setting up a strict, no- fooling around schedule that really puts work and prayer before play and leisure, I find that our "free" time becomes more meaningful and rewarding... even mine!
At the same time, Keeping a firm eye on Charlotte Mason's idea to respect the human dignity of each child and pay attention to their PERSONhood (which she probably got from her profound devotion to God's Word, btw... Catholics have taught that since the beginning) has really helped me to be less anxious about whether or not I was pushing too hard or not enough at certain times.
In scheduling my PreK and K together I realized last month that I wasn't doing that enough... so this weekend I spent a good deal of time re-doing the schedule to make sure they each had "alone time" studying one on one with me without the distractions of the other children about. They didn't make tremendous improvements and start pushing through their lessons right away, but the quality of their work and the demonstration of their understanding of it has been far superior.
 And like St Josemaria, who said not to force children to say the rosary but rather to persist in saying it faithfully and requiring them to play QUIETLY beside you while you pray until they participate, I think this is the type of thing that really helps a child-- giving them enough freedom to work up their heartfelt INTEREST in what you are doing, vs. imposing your will upon them without regard for their interests/ideas.
I believe I once read that William Michael did something similar with his kids--he schedules a lengthy block of time for each subject and then if a child is having a hard time working he says: "go outside, come back when you are ready to work." They do. A father I admire very much tells his children the same thing during family worship. "Come back when you are ready to worship God." They do.
Another idea she advocates is waiting until fourth grade to begin official grammar lessons. Classical students will start earlier, of course, but I can see what wisdom there is in giving kids the chance to BE kids, too. My five year old girl is FAR more ready to work than my almost-four year old boy. She does this on her own-- if I allow her free time she will take out a coloring book and meticulously paste stickers and write letters around it. I have as of yet never seen my son do anything like that of his own accord, which says to me that he is not ready to do a lot of "official" anything.
Whereas she may be ready to start Grammar by the time she is eight or so, my son may not be ready til he is nine. The delicate balance between pushing him and allowing him wiggle room is a lot easier with the Charlotte Mason ideas we implement, such as giving him unstructured playtime out of doors for short spurts, stopping his lessons while he is still "interested," and before he shows signs of being bored, and things like that.
I honestly don't know how William Michael would feel about our inclusion of some fundamental CM ideas in our curriculum. I have a hard time imagining a young Plato walking around outside sketching trees. And yet....
I see in our homeschool how needed and beneficial these breaks in the day are.... how invigorated and ready to work my kids come back from them, and how much learning goes on. No, they aren't learning ""wisdom" when they sketch a squirrel... but they are seeing first hand God's creation, and that with delight! I am certain that this in turn produces a wonder and awe at God's creation that both humbles and excites.... motivating them to know the One who made all these wonderful things.
This past month has been amazing, and the children have been learning and growing so much. I also love that it's not just in observable "academic" areas but that their progress has been really amazing in other areas-- like in habit training, and in their attention spans, and love for one another.
It takes a REALLY long time to implement a new habit and to get it going. If this progress is only going to continue, then I am really excited.... I am so thankful for the help God has given our family along the way in developing a vision, an identity, and a plan. I look forward to seeing more and more fruit!
How is everyone's first steps back to school going??