Catechetics Archives - Amazing Catechists

Lent is not a self-improvement project

This video about Lenten fasting from Redeemed Online would be a great introduction to talking about the disciplines of Lent as a communal experience, rather than 40 Days of Self-Improvement:

“One billion people in the world, fasting from the same thing, lifting up our prayers to God…”

Challenging young people to take Lent seriously can too easily come across as just another self-help program; sure, you slacked on your New Year’s resolution, but now you get a reboot with awesome ashes on your forehead!

It strikes me that Lent is perhaps our strongest remaining experience of a Catholic culture. Christmas is celebrated by Christians and non-Christians alike, and Advent reads to the larger culture as generic “getting ready for Christmas” along the lines of setting up the tree and planning for the big meal. But Lent is a communal occasion of penance and sacrifice, culminating in the highest of our holy days.

Yes, it is a chance to supercharge one’s faith, I suppose, but that’s not really how we are supposed to see this season. We are sinners, we need Christ’s saving presence, and we take on these disciplines to remind ourselves of the need for His mercy. The fish fry dinners and the community Stations of the Cross help create this culture apart from the world. If we can’t go on pilgrimage, we can embark upon this smaller journey together. Invite your students to focus on Lent as members of the Body of Christ, explaining how our individual acts of prayer, fasting, and almsgiving are not about attaining our own perfection but rather offerings in union with Christ’s sacrifice.

Making Recitation a Tool for Success, Part II

By Brandon Harvey

Introduction

Recitation, referred to in the catechetical tradition as “catechism,” is a powerful tool, albeit not the only tool, for passing on the faith to young children. Discover my first article arguing for the necessity of its restoration. In my last article on recitation, I examined the first installment of the series Making Recitation a Tool for Success, Part I. That article reviewed the practical steps to initiating recitation within the catechetical classroom. This article will round out the practical tips to making recitation a success in its execution.

Recitation as an Immediate Assessment

The cumulative recitation experience at the beginning of class provides the Catechist with an immediate assessment of their child’s attitude for that day, their overall abilities, and current level of comprehension. The overall recitation should

be the class standing up and reciting a rhythmic harmony. Yet, in each class there should be a few questions that focus on a particular grouping of students in the classroom. For example, the Catechist might have a question that is just for each row, another question that is for boys, and another for girls.

Catechists may notice issues with a student during the group recitation, but the above examples of smaller groups will make it more challenging for a struggling student to hide it from the Catechist. Take note of any students not participating, not saying it proficiently, or overly distracted. Their struggles may be due to stressors at home or in school, but they might also inform the Catechist that the child has learning challenges or is falling behind in class.

You will not know all that is going on with a student from recitation, but it will provide you an idea of who you need to keep an eye on or follow-up with.

Recitation as a Foundation

Conducting recitation is not the same as a lesson. This tool will help your lesson and future lessons. It will provide the class with common vocabulary; everyone will be able to speak the same language and hopefully it will be a language that matches the Church. This is necessary in our age when many kids grow-up without many of the same cultural staples of Catholicism and mechanisms that helps one become accustomed to words like: Mass, Eucharist, Consecration, Confessional, Genuflect, Sacrifice, etc. Many of us have experienced the challenge of students that refer to the Eucharist as the “bread and wine” or confuse “Confirmation” with “Confession.”

Some Catechists struggle with needing to cover too much in the limited amount of time for sacramental preparation. Some communities have students entering into sacramental prep needing the basics as well. Where do you start? What do you do if there is not enough time? Rely on recitation to cover some of the foundational elements in order to ensure the core elements for sacramental preparation are covered.

The Struggle to Make Recitation a Habit

hether its recitation or any other catechetical component, a once a week catechetical gathering is not sufficient to offer the ideal formation experience. Recitation requires habitual use to actualize its potential. It is a struggle to only have recitation drills once a week. The challenge is to attempt ways to get some or all of the students to review their recitation at home.

Let parents know about the importance of recitation. Provide them a copy of your recitation questions and invite them to review them 1-3 times a week outside of class. You can also provide children a notebook and ask them to copy the new recitation phrase for the week a handful of times in their notebook outside of class. Students can also review their recitation with not just parents but also godparents or siblings; relatives can sign a paper to witness to the practice at home.

Communicate well and communicate often with parents. Let them know what you expect and how it will impact the end of the year event (see below).

A Closing Recitation Event

Invite parents, godparents, and clergy to enjoy a formal last recitation to end the year. Think of it like a RECital or performance of the year’s cumulative recitation. Try to create a true celebration spirit for those attending to see their child showcase their mastery of catechetical formulas and increased memory capacity. The benefits of such an event include:

Students will have a chance to discover a sense of accomplishment towards their hard work.
Parents and members of the community get to see an example of something that the kids worked on during the year.
The buildup towards this annual event may inspire some of the parents and students to review it outside of class and help cultivate the habit.

While I am passionate about the importance of recitation in catechesis, I am under no impression that recitation alone is what these kids need. It is simply a component that assists their overall catechetical formation and child developmental skills.

3 Ways to Create A Catechetical Environment

By William O'Leary

In many parishes the religious education/faith formation meetings/sessions are in school classrooms. While the classroom probably has a crucifix in it and possibly other religious items, it still feels like a classroom. It is important in a faith formation setting to create an environment that is not only welcoming but one that has a distinct holy/sacred feel to it if at all possible. The environment should speak of something different than “school”. How can you create an environment that better prepares and cultivates something more than “school”? Our aim in catechesis is to cultivate intimacy in Christ. Here are three possible considerations for making your environment more than just a classroom or meeting space.

Set up a Holy/Sacred Space. Ideally have a cloth with the correct liturgical color as well as a Bible, possibly a stand up Cross and a candle in this space. Other items to consider are a picture related to the topic of the day, a receptacle for holy water and a Rosary.
Move desks and chairs to create a unique feel for the children/youth. Consider putting the chairs in a circle without desks or a U shaped circle with or without desks or moving the desks and chairs aside and having them sit on the floor. The idea is to show those you catechize that you’ve been expecting them and that this is going to be different than just “learning things in this classroom”.
Consider having your young people line up outside the room and enter all together singing a song and processing to the prayer space. This allows for an awareness that now we are entering into something special during this time together.
These ideas can help foster a prayer-filled and faith-filled environment which contributes to them seeing that faith formation is much more than knowing about Jesus (as important as that is). It’s about touching the heart and increasing a desire in young people to love Jesus more fully and become more fully aware of how they can live out their love for Christ in their daily lives.

What do you do to create a faith oriented learning environment?

Making Recitation a Tool for Success, Part 1

By Brandon Harvey

Introduction

I have previously written about the importance of restoring the use of recitation within Religious Education Programs, referred to in the catechetical tradition as “Catechism.” With the near disappearance of this essential tool within the contemporary educational systems, both public and private, and current catechetical programs, most of us have not experienced a mentor utilizing the tool of recitation in a skillful manner. For most of us, it sounds like a relic of the past that stirs up a wide array of reactions. It is my hope to offer a few words on how to use recitation well.

Initial Habits for Successful Recitation

Recitation begins with the Amazing Catechist. The catechist must know the content of recitation. If the children are asked to memorize their recitation, they need to see that it is possible by seeing the mastery commanded by their guide and mentor in the catechetical enterprise. The catechist also needs to prioritize the use of recitation so that the children will be given a chance of making it a priority for themselves. Lastly, the catechist must properly plan for the classroom and designate the appropriate amount of time for recitation.

Recitation must become a habit that children come to expect in each class. Recitation is not like a craft, trivia game, or showing a video. These things can be used during some classes but are not typically found in all classes for the given year. Recitation is needed for every class. The habit of recitation creates a sense of universality, a sense that regular use of recitation is normative, and its absence is unnatural to their experience.

Catechetical recitation should have a degree of formal solemnity, or ceremony, within its place in a class. The way the catechist calls students to the beginning of recitation, standing, beginning, the rhythm, handling problems, and concluding should have a feel of joyous ceremony. This will create a healthy environment for enriching their ability to memorize and recite.

Introducing Recitation

Recitation possesses the ability to strengthen a child’s memory, provide essential content and vocabulary for the day’s lesson, give them catechetical formulas that will remain with them for years to come, and allow catechists to see how their students are doing. How should the new recitation for the week be introduced? After reciting the recitation from previous weeks, since part of the power of recitation is its cumulative nature, the new recitation is offered at the conclusion of the previous weeks, “Now I will introduce our new recitation.” For example, the new recitation for a class of 1^st graders might be:

Catechist: “Who made the world?”

Class: “God made the world.”

Catechist: “Who is God?”

Class: “God is Father, Son, and Holy Spirit.”

Each catechist needs to find their own way for introducing the new content. I find that it is helpful to simply have it written on the board when the class arrives. Repeat it several times together. Then begin erasing a word or two while continuing to recite it together. For example, the board may look like the above points and then slowly erase the word “God”, then “made the”, and then finally “world.” Doing the recitation in rapid succession will motivate them to retain the original phrase within their minds while observing the remaining words to be found. I know other catechists that simply put it on the board and do not erase it. Others give it to their children on a sheet of paper.

Conclusion

The more a catechist perfects their artform of teaching and guiding recitation, the easier it will become for the catechist and students. This will allow recitation to move smoothly within a class, allow more time for the subsequent catechetical lesson that often follows, and allow the potential of “catechism”/recitation to be actualized within our classrooms and programs.

5 Ways to Wait with Purpose

By Jeannie Ewing

Advent is a perfect liturgical season to apply what we have learned and understand about the spirituality of waiting – its purpose and gift for us from God. Because taking a lofty spiritual concept can be difficult to break down in terms of practical application to everyday living, it’s important to understand particular steps that can assist us in using our seasons of waiting with intention.

This Advent, try to be sincere in your effort to wait with purpose. Turn to God with these five ways of entering into dialogue with him as only a guideline to understand more deeply what he is asking of you or telling you in your time of waiting.

A brief preface of these five steps is this: You may enter into the first few cyclically for months or even years before you reach the prepare phase. This is because preparation often requires a very refined and fine-tuned faith in which God will chisel and prune you in order to move you closer to a specific call or mission.

Listen

We can never expect to glean clarity in our uncertainty or holy tension if we don’t regularly enter into the sanctuary of our own hearts, nestled in silence. Solitude is absolutely imperative for us to hear God speak to our hearts.

Though it’s difficult to do in my current state as a wife and mother to three young daughters, I create a sacred space every day to enter into the heart of God through silence. This is how I begin my daily prayers and devotions. I gather my prayer journal, daily inspirational flip calendar, liturgical companion Magnificat, and seasonal devotions, if applicable. Then I breathe and gaze at an image of the Sacred Heart of Jesus mounted above our holy water font in the living room.

Listening means we turn our ears toward another. We must eliminate every distraction possible if we are to effectively hear that “still, small voice” within.

Ponder

Sometimes God is silent when we seek him in solitude, but there are occasions when he will give you a bold message. Prepare yourself for all sorts of surprises led by the Holy Spirit! When you read Scripture, and a particular word or phrase or passage really jolts or sears your heart, pay attention. Write it down and mull it over for a few moments.

Ask some questions about it. For example, while I was writing Waiting with Purpose, the words “wait” or “be still” or “trust in the Lord” came to me frequently during the listening and pondering stages of prayer. I kept asking God what he wanted to teach me and wrote down the thoughts that inspired the book.

Pray

After you formulate some questions, bring them directly to the Lord in conversation. Pour your heart out to him – your fears and doubts, your anxiety or concerns, your excitement or restlessness. Give him everything that flows forth as you delve more deeply into your own heart in search of his.

You are conversing with the Divine, so there’s no need for format or formulae here. It’s just your heart language speaking to God’s heart.

This stage will likely lead you back to listening, pondering, asking more questions, and praying again. You will likely engage in this process for quite some time before advancing to the last two.

Prepare

Over time, you might discern that God is asking something specific of you. Everyone’s mission will look different, of course. But the point is that you receive a divine assignment, based on the pattern of listening to and speaking with God.

If and when this happens, you will need to find a good spiritual director if you haven’t already. This person needs to be objective in matters of guiding you more deeply into accepting your holy assignment and discovering what that means. Think of St. Teresa of Calcutta whom Jesus asked to found an order serving the “poorest of the poor.” Or St. Teresa of Avila who heard the Lord tell her to reform the Carmelite order.

God asks some people today to become overseas missionaries, write books, enter into a specific vocation, found a non-profit, lead a parish ministry, and so on. Regardless of the assignment, know that he has something specific in mind for you. Be attentive and vigilant like the wise virgins who kept their oil ready for the Bridegroom’s arrival.

Act

Again, you will need a spiritual director to guide you before you actually go forth to begin your mission or ministry. The point is to be ready for whatever God asks of you. It seems as if waiting lingers forever, but once God acts in your life, he moves quickly. This isn’t always the case, but you will find that timing is such an important piece to your waiting experience.

This post is an abridged version of Chapter 6 in my book, Waiting with Purpose: Persevering When God Says “Not Yet.”

Seven Ways to Observe Advent with Children

By Amanda Woodiel

Photo by Stefan Schweihofer (2018) via Pixabay, CCO Creative Commons

Perhaps you too have had the experience of preparing for Christmas, only to realize that amongst the candy-making, the letter-writing, the present-purchasing, the tree-trimming, and more, you never got around to spiritual preparation, even though you really meant to this year.

If you would like to add a more reflective or penitential note to your family’s Advent observance, check out the seven ideas below to get you started. Choose one (or two), gather what you will need, and start a new family tradition!

Jesse tree

The idea:

Recall salvation history. Use ornaments decorated with symbols to represent the events and stories leading up to the birth of Jesus and hang them on a tree of some kind (the tree is so named after Jesse, father of King David–see Isaiah 11:1).

What you will need:

You can order a kit. Check out Etsy for some beautiful ones.
You can do it yourself…you need something to be the tree, something to make ornaments, and a Bible or knowledge of Bible stories. I use a book that has reproducible ornaments. Each year I photocopy one set of ornaments for each child. I cut out a large Christmas tree shape from wrapping paper and tape it on the wall. Each day (when all goes well), the kids color their ornaments while I read to them the passage from the Bible corresponding to the symbol they are coloring. They then cut out their ornaments and tape them on the tree.
The tree can also be a bare branch set into a mason jar full of stones or sand, and the ornaments can be hung on it with loops of ribbon.

Advent stockings: good works

The idea:

The family does a spiritual or corporal work of mercy (or other charitable act) each day of advent. For example, we might give away a piece of clothing; pray for an end to abortion; pray for our priests; call someone who might be lonely, etc.

You need:

Slips of paper listing the good works you will do (see the end of this post for ideas).
Something to put them in. I have mini stockings with numbers on them, which we hang up. Every evening I put a slip of paper in the next day’s stocking, choosing the activity based on what can fit into our family calendar. But you could easily do the same with numbered envelopes or, if you are really adventurous, just put them all in a mason jar and see what you pull out!

Making soft Baby Jesus’ Bed

The idea:

Family members make sacrifices and do good acts throughout Advent. For each one, they lay a piece of straw or hay in an empty manger, trying to get the bed as soft as possible before Baby Jesus will be born on Christmas morning.

You need:

Raffia, hay, straw, grass, or strips of yellow construction paper.
Some sort of manger.
Baby Jesus statue.
I bought one similar to this for our family.

Advent wreath

The idea:

Four candles represent the four Sundays of Advent. Three are purple to represent penance; the fourth is pink for Gaudete Sunday (the 3rd Sunday of Advent. Gaudete means “joy,” and the priest will wear rose-colored vestments). On the first Sunday of Advent, light the purple candle that is diagonal from the pink one. Say a prayer of longing for Our Savior. Every evening light this candle, accompanied by a prayer, and each successive Sunday light an additional candle.

You need:

An advent wreath/candle holder
Candles

Salvation history candle

The idea:

Similar to a Jesse tree but for the artistic. You will draw on a large candle (about 2 feet tall) the scenes from salvation history, starting with Adam and Eve at the top and Baby Jesus at the bottom. You will burn the candle throughout Advent.

You need:

A church-style large candle, 51% beeswax, about 2’ tall. Can be found at stjudeshop.com
Drawing implements

Planned read-alouds

The idea:

Read advent and nativity books during Advent: either one story per day in a book of collected Advent stories or separate books.

You need:

A book with a collection of 22-28 Advent stories (here is the one we have); or
22-28 picture books that are Advent-related, about saints whose feast day falls in Advent, or about salvation history. If you choose this option, you might want to wrap them in wrapping paper and number them, opening up one on each day.

Piece-by-piece nativity set

The idea:

Rather than give a little piece of candy in an Advent calendar, each day brings another object or person to add to the nativity scene, starting with the stable/cave and ending with Baby Jesus.

You need:

You can buy a set online that has the requisite number of pieces; or
You can make one yourself out of felt, bringing out one piece each day; or
Your children make their own paper nativity set, coloring a piece every day using free printables online.

____________________

Resources:

Here is a list of good works you might use for your family’s Advent stockings.

Do something nice for someone in secret today.
Look around your room. Is there anything you can give away to the poor?
Do an extra chore today.
Try hard to be cheerful in everything you do today.
Draw a picture of the nativity.
Read about a saint today.
Pray for your priest today. Could you offer up a sacrifice for the Church today?
Pray for an end to abortion today and give away something to moms in need.
Pray for the deceased today. Could you make a sacrifice for the souls in purgatory?
Pray for persecuted Christians today and learn about a country where they do not have freedom of religion.
Pray for people who do not know Jesus. Is there something you could do extra as an offering for them?
Pray for your family today. What can you do to help your family be more like the Holy Family?
Pray a Rosary today.
Pray the Chaplet of Divine mercy.
Do an examination of conscience tonight, and if possible, schedule Confession sometime soon.
Take a meal to someone in need.
Make a card to send to someone who lives far away.
Call or invite someone over who might be lonely.
Read the Nativity story from the Bible.
Make ornaments to send to the nursing home.
Do something for someone else that you normally don’t want to do (such as offer to play a game you know he likes).
Eat all of your food with a good attitude (even if you don’t like it) and be grateful you have it.
Sing a song to baby Jesus or make up a poem for Him.
Act out the nativity or part of the salvation story or do a puppet show.
Give money to the poor. You may do an extra chore and give away any money you earn.
Bake something and give away half.
Write or draw a thank-you card for someone.
Make a gift for your priest or staff at your parish church.
Give away food to the food pantry.
Give away a piece of warm clothing.
Work on memorizing a Bible verse.
Go to morning Mass.
Give up something you like to do or eat today and offer it up as a prayer for someone in need.
Wrap up something you have and give it to someone.

Classroom Management with Eager Children

By Brandon Harvey

We have all been there. We, the Catechist, ask a question in the classroom. Several eager students raise their hands in a manner that sounds like a miniature version of the clamoring shoppers on Black Friday. These students want to be called upon and share their insight. Stopping the eagerness may, or at least we think it might, discourage them from volunteering their answer in the future.

The Question and Answer approach in the classroom is a favorite of many, wherein the Catechist lectures or writes something upon the board and asks a question to get the classroom to engage in the lesson. This approach can truly become chaotic in the classroom. I have sat in the classroom of many catechists that I mentored, and some have offered me this question: “Did you notice how they got really noisy whenever I asked them a question?” This is a chronic problem for classrooms full of small children. It is only natural for a child who loves truth to desire to share the answer to the Catechist’s question.

Here is a very simple set of ideas for maintaining the focus on the lesson while inviting students to offer answers or ideas:

Call on a student before asking the question. For example, “Joe Smith, who created the world?”
Call on a specific row. For example, “Can someone in the first row tell me what Ex Nihilo means?”
Call on a specific group. For example, “Girls, can one of you tell me how many books are in the Old Testament?”

These simple ideas, especially the first, will maintain order in the classroom and allow Catechists to continue to invite students to offer answers during the catechetical lesson.

The 4 Key Questions for Lesson Plans

By Brandon Harvey

I. Introduction: Planning

It has been my experience that the two most common pitfalls for Catechists, for myself and others, are prayer and planning. I will only speak briefly on prayer since this article is about planning. We get busy. We all get busy. There is a temptation to sacrifice times of prayer in preparation for a catechetical class. Instead of our ministry as a Catechist being the fruit of prayer, we can sometimes rush in and catechize from a place of our own energy. This temptation is even more common among volunteer catechists. Our catechetical ministry must always have enough foresight to prioritize times of prayer for our students, their parents, their godparents, our parish, and the particular class in the coming day or week.

We also have the temptation to not spend sufficient time planning for future classes. We may be able to say, “I am teaching First Confession and First Communion class. This year is about Confession and the Eucharist. First semester is on Confession and second semester is on Holy Communion. I have my textbook. And I know what subject I want to cover next week.” This is all well and good but is lacking the preparedness that makes for an Amazing Catechist. If we move from subject to subject or week to week, we have no real means of monitoring growth and catechetical learning. There is no synthesis throughout the overall year.

The common objection that may arise is: “I can tell you want to encourage lesson plans. But lesson plans get in the way of the Holy Spirit. If I plan too much I will not be going where the Holy Spirit wants me to go.” First, I would say that keeping prayer as the context for our motivation and planning for the classroom will keep the Holy Spirit involved in the process. Second, just as the Spiritual Masters teach us regarding prayer, planning and methods are good but we can make alterations if the prompting of the Holy Spirit arises (in accord with proper discernment).

II. The 4 Key Questions

I would not dare to compel you to create lengthy lesson plans like those used in schools. All I invite you to do is to answer four questions with each unit. A unit may span the time of a month or two.

What is the theme of this unit?
By the end of this unit, what should my students know?
By the end of this unit, what should my students love?
By the end of this unit, what should my students be able to do?

These questions can work for small children, teens, or adult participants. Answering these questions provides a system, rooted in prayer, that allows us to evaluate all decisions we make in the classroom. Will this lecture or activity or project help to catechize on the theme of the unit? Will this lecture or worksheet or coloring page or discussion help my students achieve the three categories of goals for this class unit? This prevents us from making decisions “just because it seemed right.”

Perhaps it may be helpful to provide some examples of answers for the four key questions for lesson plans.

EXAMPLE 1:

The Sacrament of Confession for 7 year olds. (Unit Theme)
They should know the biblical foundations for Confession, the role sin and reconiliation play in our relationship with God and others, what happens when we go to Confession, and the form and words of Confession.
They should love forgiving others, love receiving forgiveness, and love the opportunity to encounter the Good Shepherd in the confessional.
They should be able to summarize the Sacrament of Confession to others, be able to make an examination of conscience, and tell me what they need to say/do when in Confession.

EXAMPLE 2:

Oil and Laying on of Hands in Confirmation for teens. (Unit Theme)
They should know the Old Testament and New Testament uses of oil/anointing and the laying on of hands as they pertain to Confirmation.
They should develop a love for the Holy Spirit.
They should be able to pray to the Holy Spirit, articulate to their peers the meaning of the sacramental signs of Confirmation in relation to Scripture, and be able to recognize the work of the Holy Spirit in their life.

III. Conclusion: Be an Amazing Catechist

As you can see, this 4 Question approach prevents that catechetical classroom from being solely intellectual. Worksheets, crafts, and presentations will not accomplish all the goals for the unit. The traditional assessments of a quiz or test or worksheet will only accomplish assessing one category of goals: What they should know. The other categories require the use of discussions, reflections, meditation, mentoring, presentations, and guided prayer. This is the recipe for an Amazing Class, made possible by an Amazing God, and made possible because of the prayerful preparedness of an Amazing Catechist.

A Case for the Restoration of Catechetical Recitation

By Brandon Harvey

Over the last fifteen years I have heard numerous individuals share about their experiences as the “last real Baltimore Catechism Generation.” Some express that the formal catechism recitation, comprised of a question and answer dialogue, was a positive influence on their faith life and provided them sound doctrinal formation. Others have a somewhat negative view of their experience and felt that the catechism recitation monopolized their classroom experience. Interestingly though, they do have one positive thing to say about the use of recitation: “I will never forget what I learned.” The famous example being:

The Catechist: Why did God make you?

The Class: “God made me to know Him, to love Him, and to serve Him in this world, and to be happy with Him for ever in heaven.”

This dialogue recitation was not only found in Catholic catechetical classrooms but also is a hallmark of the Classical Education Movement that has been seeking to restore the essence of an authentic education. The name for this dialogue or echo between teacher and class has also been called “Catechism.” For now, let us remain with the title “recitation.”

I seek to suggest that it would be in our best interest as Amazing Catechists, either at home or in a classroom, to carry out the restoration project of bringing back the Catholic recitation. I am not suggesting that this be done as the sole means of educating youth but that the use of recitation should once again become part of our catechetical process. The question and answers of recitation can easily be integrated into the opening of class or the closing of class. The reason for its restoration is that it works.

The traditional characteristic of the younger grades, what we call Grammar School or Elementary School, was the emphasis on memory work. The emphasis on memory work was aimed at cultivating a child’s memory capacity and at the same time teaching them something. Small children can do it, and the last couple thousand years have demonstrated that it fits well with the developmental stages of small children. They like to repeat and imitate. They are a sponge and can handle unusual amounts of information if it begins simple and grows in complexity. Recitation for a small child is like exercise. The more a person exercises, the easier it becomes and the more complicated routines can then be adopted.

Within a few short minutes I have seen 1^st communicants be able to answer questions like:

Who is God?
What are the two parts of Scripture?
Name the four Gospels.
Who is Jesus?
What are the Old Testament types of Baptism?
What does John 3:5 say about Baptism?
What does Romans 6 say about Baptism?
How does Confirmation complete Baptism?
How does Confirmation help with the reception of Holy Communion?
What is the Manna in Exodus 16?
How does the Lord’s Prayer connect with Manna?
What does Jesus say about the Eucharist in John 6?

The benefits for the child are beyond this article and deserve an entire book to do them justice. I have chosen to simplify and provide the nine most common fruits when recitation is done well and consistently:

Recitation teaches children to organize a body of knowledge in a systematic way.
Recitation demonstrates to a child how the new lesson of a given class fits within the greater body of knowledge of the Catholic Faith.
Recitation teaches children new and proper vocabulary to help them formulate the concepts they will learn in class.
Recitation provides students the opportunity to grow in confidence for speaking in front of others.
Recitation provides all students in a classroom the same base knowledge to build from in the catechetical lesson.
Recitation motivates the child to develop their memory capacity and their speed and ability for recall.
Recitation provides a body of knowledge that will be ingrained in their long-term memory for the years and possibly decades to come.
Recitation encourages teamwork when done in a classroom setting since the class answers together.
Recitation develops a sense of confidence through the year’s mastery of recitation.

Besides being a time-tested approach to learning for smaller children, especially within a Catholic environment, recitation also provides many helps for the Catechists. Classroom recitation provides the most immediate assessment of a student’s or students’ abilities and their current status in the process of formation. Unlike True and False questions or multiple-choice questions, recitation does not allow for guessing. You either know it or you do not. A catechist does not need to wait until the end of the unit quiz to know if a student grasps the content. They will know immediately. The process of conducting recitation will be discussed in my next article.

The importance of recitation, and the fact that it should not monopolize the classroom experience, is best expressed by turning to L.M. Montgomery’s classic Anne of Green Gables. The orphan, Anne, has arrived at her new home at Green Gables. Marilla asks Anne if she knows who God is. Anne responds, “God is a spirit, infinite, eternal and unchangeable, in His being, wisdom, power, holiness, justice, goodness, and truth.” The narrator explains that Anne’s answer was prompt.

Anne then explains that she learned it at Sunday school before being adopted. “They made us learn the whole catechism,” likely referring to a sort of recitation, “There’s something splendid about some of the words.” The role of this catechism recitation had a big impact on her vocabulary, her memory, her recall, and her worldview. However, Anne does not yet know how to be a person who prays to God and follows God. For this reason, Marilla immediately seeks Anne’s religious instruction.

Just as in the example of Anne of Green Gables, catechism recitation can have many benefits but must be accompanied by something more within the classroom. The catechetical recitation and catechetical lesson work together to create something grand: a child formed in the way of Jesus Christ. Anyone would be hard pressed, once they know the different approaches to conducting recitation, to find a good reason to not restore catechetical recitation to its proper place.

Image Credit from Wikimedia Commons: Jules-Alexis Muenier: Catechism Lesson

Sacred Art and Assessments for Small Children

By Brandon Harvey

Whether it’s a weekly catechetical class or catechesis delivered within a daily Catholic education environment, it can be a challenge to know what new students know and what they don’t. Knowing their status is crucial before covering new material. The common approach for older kids is to offer a beginning of the year quiz, trivia game, or oral questioning. What can be done to assess, whether it is the beginning of the year or the end of the year, small children? The answer: Sacred Art and Word Association.

In an ideal world, baptized students would enroll in our classes and have a firm catechetical foundation from home as the Church calls parents to be the “first” teachers of the faith and the “best” teachers of the faith (see the Rite of Infant Baptism). Yet, this is not always the case. We cannot take for granted that the kids entering our classroom have a firm grasp of the major figures and events within the grand story of our salvation.

Small children are often shy and quiet when they feel they are being assessed. A direct line of questioning may damage the bridge building that the opening class sessions are meant to finalize. Yet, Sacred Art provides an easy path to building the bridge of trust with small children and assessing their current knowledge of the figures and events of Salvation History and the Sacraments.

Displaying a Holy Icon or a reprint of a painting can provide small children, or individuals of any age, a sense of awe and wonder as they take their seats. Allow them the opportunity to enjoy the Sacred Art. Allow them to get close. Encourage silence during this process. Then ask the students questions about the image. Let us use two examples. The Crucifixion Icon of Meister der Schule von Nowgorod (Wikimedia commons).

Who is the central figure in this image? (Jesus)
What is He on? (a Cross)
Is he alive or dead? (answers may differ)
How many figures have a Halo? (3)
Who is the woman with a halo? (Virgin Mary)
Who is the man with a halo? (John the Apostle)
Why did Jesus die on the Cross? (for our sins)

If a child struggles with this, you can choose to ask them to point at Jesus, find the golden halos, find the Cross, etc. This is not as effective since the child can guess and get it right. The seven questions above are more like a child version of short answers, while the “point and find” method is more like a multiple-choice question. This next example comes from Adoration of the Child by Sebastiano di Bartolo Mainardi (Wikimedia commons).

What is this an image of? (Christmas/Nativity)
How many animals are in this picture? (2)
What animals do you see? (donkey and ox)
Who is the child? (Jesus)
Who is the woman? (Mary)
Who is the man? (Saint Joseph)
Why are they with animals? (There was no room for them in the Inn).

This may seem like simple stuff, but most of us catechists have had the heartache of having a kid that knew nearly nothing about the faith and we found out too late in the year. This Sacred Art assessment is simple, fun, and nearly exact in its ability to assess their basic knowledge of the faith. Feel free to use other images or use more. You can then choose new images at the end of the year and see if they can improve their ability to recognize the individuals and events depicted in the Sacred Art.

To make sure the class is not merely an assessment, have the kid’s work on a corresponding coloring picture while they wait for their turn to sit with the Amazing Catechist. If the image you are assessing them with is on the Crucifixion, have them color a crucifixion page. After the children have been assessed, discuss the image as a class. Then end the class by inviting students to draw and color on a blank page while trying to imitate/copy the image used for the assessment by matching colors and figures the best they can given their age. This too will allow you a better window into the abilities that fall under the category of developmental skills.