Amazing Catechists

Teaching and learning the faith together

WHEN A YOUNGER CHILD REQUESTS CONFIRMATION

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Author’s note: This article is meant to provide guidance in situations when there is a legitimate request to receive Confirmation younger than the parish norm.

 

Introduction

Baptism, Confirmation, and Holy Communion comprise the Sacraments of Initiation. “The holy Eucharist completes Christian initiation” (CCC 1322). Yet, most parishes operate with First Holy Communion received around second grade and Confirmation sometime during the teenage years. There is often a custom in place, and families are aware that by a certain grade Confirmation classes begin. Yet, what should we do when a younger child requests to receive Confirmation? Can we automatically send them away until they are nearer the age as everyone else? No, we cannot.

 

The Age of Confirmation

First, we need to be clear that Confirmation is not a mature affirmation of the faith (CLICK HERE for details). That is not a Catholic idea but something more common to the Lutheran and Methodist theologies. You will not find it in the Catechism or Church Documents.

When I was in my twenties, my wife and I would travel to join a Melkite Catholic Mission for Sunday Divine Liturgy (Mass). It was Catholic but a beautiful and mysterious side of the Church that was new to us. These Catholics, Eastern Rite Catholics, assembled early for one particular Sunday as the Patriarch was visiting and celebrating a Baptism. To my surprise, it was not merely Baptism but all three Sacraments of Initiation that were given to this infant. Giving Confirmation to this infant was not only their tradition since ancient times but also approved by the Church; it was Catholic (CCC 1318, Eastern Canon Law 695).

I never transferred canonical status to be an Eastern Catholic; I am still a Roman Rite Catholic. In our Code of Canon Law, it stipulates that a child in danger of death is to be Baptized and Confirmed (Canon Law 891). There are even several dioceses within the United States that administer Confirmation around second grade in order for the sacraments to be received in their ideal order. This means that Confirmation, to be truly Catholic, cannot be falsely associated with a rite of passage into maturity/young adulthood.

Outside the situations of being an Eastern Catholic, in danger of death, or belonging to one of these dioceses that confirms younger children, what is the minimum age and basic requirements for being Confirmed? The Code of Canon Law, linked above, offers the following:

  1. They must be Baptized.
  2. Be at least at the age of reason: 7 years old.
  3. Properly disposed and instructed on Confirmation.
  4. Able “to renew the baptismal promises.”

We may be tricked into asking ourselves, “How can a seven-year-old truly understand the meaning of Confirmation?” When we are tempted to ask such a question, we should ask another: “Is Confirmation more complicated than the Church’s teaching on the Most Holy Eucharist, the source and summit of the faith?”

 

What about the diocesan age for Confirmation?

To be fair, the Code of Canon Law does stipulate some ability for a bishop(s) to determine an age for the reception of Confirmation (Can. 891). I am no expert in Canon Law (not at all!) so I will not comment on the exact nature of that ability.

Local churches can seek clarification from Rome on issues of uncertainty; this is called the submission of a Dubium (CLICK HERE TO LEARN MORE). The Vatican will often respond in a very short and to the point response. A response was offered in 1999 to a Dubium seeking clarification on what to do when a younger child requests Confirmation prior to the normative practice of a diocese. This response was not short, as was normative, but rather Rome saw “it necessary to respond in some detail” (CLICK HERE to read it). Here is a lengthy quote from the clarification:

In regard to Your Excellency’s second point, while it is clear that the Diocesan Policy is within the right inherent in the law in light of the complementary legislation for the Conference of Bishops to which you belong for can. 891, it is also clear that any such complementary legislation must always be interpreted in accord with the general norm of law. As has been stated before, the Code of Canon Law legislates that Sacred Ministers may not deny the Sacraments to those who opportunely ask for them, are properly disposed and are not prohibited by law from receiving them (cf. can. 843 §1). Since it has been demonstrated that the girl possesses these requisite qualities, any other considerations, even those contained in the Diocesan Policy, need to be understood in subordination to the general norms governing the reception of the Sacraments.

The Congregation considers it useful to point out that it is the role of the parents as the primary educators of their children and then of the Sacred Pastors to see that candidates for the reception of the Sacrament of Confirmation are properly instructed to receive the Sacrament and come to it at the opportune time (cf. can. 890). Consequently, when a member of the faithful wishes to receive this Sacrament, even though not satisfying one or more elements of the local legislation (e.g., being younger than the designated age for administration of the Sacrament), those elements must give way to the fundamental right of the faithful to receive the Sacraments. Indeed, the longer the conferral of the Sacrament is delayed after the age of reason, the greater will be the number of candidates who are prepared for its reception but are deprived of its grace for a considerable period of time.

In conclusion, this Congregation for Divine Worship must insist, given the concrete circumstances of the case under consideration, that the opportunity to receive the Sacrament of Confirmation be extended to the girl as soon as is conveniently possible.

It is clear that we do not have the ability to turn away a legitimate request from a seven, nine or eleven year old for the reception of Confirmation simply because they are younger than the routine of our parish or diocese. There are deeper questions to be asked. For starters, what then should we do if we receive such a legitimate request?

 

Responding to the Request

Parents and children in this situation should be affirmed for their faithfulness and Holy Spirit-filled zeal. A smile and tone of affirmation is a must, even if we do not yet fully understand the situation. We then must be sure they are already Baptized and of the minimum age or higher. At some point, the pastor must get involved in the conversation. Creatively we, or the pastor, need to ask the kind of questions that help us to know of their ability to renew their baptismal promises:

  • Who is our Heavenly Father?
  • Who is Jesus?
  • Who is the Holy Spirit?
  • What is sin?
  • What are some examples of sins?
  • What does it mean to be sorry for our sins?
  • What does it mean to believe in God?
  • What does it mean to love God?
  • What is the Church?

This can be done in an interview, during class, or through another means. We must also provide the opportunity for the child to learn about Confirmation, or assist the parents in their ministry to teach the meaning of Confirmation to their child, and then later see if the child can answer these questions for the pastor or his delegate:

  • What sacrament are you requesting?
  • What is Confirmation?
  • Why do you want to be Confirmed?

Although some or all of this may be done by the pastor, the rest is for the pastor to oversee as we accompany them as their advocate throughout the process. Additionally, we can assist the child after Confirmation by giving them opportunities to continue to learn about their faith and to live it out by sharing it with others. It is important throughout the process, when speaking with the family or other parishioners, that we do not treat this child as odd but rather as Catholic and a part of our parish family.

 

The image was made available via Wikimedia commons.

Making Recitation a Tool for Success, Part 1

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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 1st 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.

Classroom Management with Eager Children

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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

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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.

  1. What is the theme of this unit?
  2. By the end of this unit, what should my students know?
  3. By the end of this unit, what should my students love?
  4. 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:

  1. The Sacrament of Confession for 7 year olds. (Unit Theme)
  2. 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.
  3. They should love forgiving others, love receiving forgiveness, and love the opportunity to encounter the Good Shepherd in the confessional.
  4. 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:

  1. Oil and Laying on of Hands in Confirmation for teens. (Unit Theme)
  2. They should know the Old Testament and New Testament uses of oil/anointing and the laying on of hands as they pertain to Confirmation.
  3. They should develop a love for the Holy Spirit.
  4. 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.